Editing Problem-based learning (section)

==Examples in curricula==

===Malaysia and Singapore===
In [[Malaysia]], an attempt was made to introduce a problem-based learning model in secondary mathematics, with the aim of educating citizens to prepare them for decision-making in sustainable and responsible development. This model called Problem-Based Learning the Four Core Areas (PBL4C) first sprouted in [[SEAMEO RECSAM]] in 2008, and as a result of training courses conducted, a paper<ref>{{cite journal|last=Teoh|first=B.T.|author2=Preechaporn, W. |author3=Leong, C. K. |title=Problem-based learning in the 4 Core Areas (PBL4C) in the search of excellence in mathematics instruction|journal=Paper Presented at 5th EARCOME Conference|url=https://www.scribd.com/doc/55251050/Problem-Based-Learning-the-4-Core-Areas-PBL4C-in-Mathematics-Education|access-date=17 November 2012}}</ref> was presented at the EARCOME5 conference in 2010, followed by two papers during the 15th UNESCO-APEID conference in 2011.

In [[Singapore]], the most notable example of adopting PBL pedagogy in curriculum is [[Republic Polytechnic]], the first polytechnic in Singapore to fully adopt PBL across all diploma courses.<ref>{{Cite web|url=https://www.rp.edu.sg/learning-and-teaching|title=Learning and Teaching at RP|website=www.rp.edu.sg|access-date=2019-09-19}}</ref>

===Medical schools===
Several medical schools have incorporated problem-based learning into their curricula following the lead of [[McMaster University Medical School]], using real patient cases to teach students how to think like a clinician. More than eighty percent of medical schools in the United States now have some form of problem-based learning in their programs.<ref>{{cite web|url=http://www.medicalnewstoday.com/articles/55419.php |title=Problem-Based Learning Curriculum A Success For Medical School |publisher=Medicalnewstoday.com |access-date=2012-11-16}}</ref> Research of 10 years of data from the [[University of Missouri School of Medicine]] indicates that PBL has a positive effect on the students' competency as physicians after graduation.<ref name="Koh" />

In 1998, [[Western University of Health Sciences]] opened its [[Western University College of Veterinary Medicine|College of Veterinary Medicine]], with curriculum based completely on PBL.<ref name="VetMed_Western">{{cite journal |pmid=18723806 |year=2008 |last1=Schmidt |first1=PL |last2=Trevejo |first2=RT |last3=Tkalcic |first3=S |title=Veterinary public health in a problem-based learning curriculum at the Western University of Health Sciences |volume=35 |issue=2 |pages=212–8 |doi=10.3138/jvme.35.2.212 |journal=[[Journal of Veterinary Medical Education]]}}</ref>

In 2002, [[UC Berkeley – UCSF Joint Medical Program]] (JMP), an accredited five year Master of Science/Medical Doctorate Program housed at [[University of California, Berkeley School of Public Health]], began offering a 100% case based curriculum to their students in their pre-clerkship years. The curriculum integrates the basic and preclinical sciences while fostering an understanding of the biological, social, and moral contexts of human health and disease. The students spend their last two clerkship years at [[University of California, San Francisco]].<ref>{{cite web|url=http://sph.berkeley.edu/jmp|title=UC Berkeley School of Public Health |access-date=2014-01-29|date=2013-09-10 }}</ref>

===Ecological economics===
The transdisciplinary field of [[ecological economics]] has embraced problem-based learning as a core pedagogy. A workbook developed by Joshua Farley, [[Jon David Erickson|Jon Erickson]], and [[Herman Daly]] organizes the problem-solving process into (1) building the problem base, (2) analyzing the problem, (3) synthesizing the findings, and (4) communicating the results. Building the problem base includes choosing, defining, and structuring an ecological economic problem. Analysis is breaking down of a problem into understandable components. Synthesis is the re-integration of the parts in a way that helps better understand the whole. Communication is the translation of results into a form relevant to stakeholders, broadly defined as the extended peer community.<ref>{{cite book|last1=Farley|first1=Joshua|last2=Erickson|first2=Jon D.|last3=Daly|first3=Herman|title=Ecological Economics: a Workbook for Problem-Based Learning|year=2005|publisher=Island Press|location=Washington, DC|url=http://islandpress.org/ip/books/book/islandpress/E/bo3560882.html|author-link2=Jon David Erickson|author-link3=Herman Daly}}{{page needed|date=October 2013}}</ref> (a concept developed in [[Post-normal science]]).<ref name="PNS3">{{cite journal |last1=Funtowicz |first1=Silvio O. |last2=Ravetz |first2=Jerome R. |title=Science for the post-normal age |journal=Futures |date=September 1993 |volume=25 |issue=7 |pages=739–755 |doi=10.1016/0016-3287(93)90022-L |s2cid=204321566 }}</ref>