Editing Problem-based learning (section)

==Advantages==
[[File:Cover to cover reading versus problem or project based learning.png|thumb|Example of problem/project based learning versus reading cover to cover. The problem/[[project based learning|project-based learner]] may memorize a smaller amount of total information due to spending time searching for the optimal material across various sources, but will likely learn more useful items for real world scenarios, and will likely be better at knowing where to find information when needed.<ref>Image by Mikael Häggström, MD, using source images by various authors. Source for useful context in problem-based learning: {{cite web|title=Understanding Medical Education - Problem-based learning|author=Mark A Albanese, Laura C Dast|date=2013-10-22|url=https://doi.org/10.1002/9781118472361.ch5|website=Wiley Online Library}}</ref>]]
There are advantages of PBL. It is student-focused, which allows for [[active learning]] and better understanding and retention of knowledge. It also helps to develop life skills that are applicable to many domains.<ref name=Wood>{{cite journal|doi=10.1136/bmj.326.7384.328 |title=ABC of learning and teaching in medicine |year=2003 |last1=Wood |first1=Diana |journal=British Medical Journal |volume=326 |issue=7384 |pages=328–330|pmid=12574050 |pmc=1125189 }}</ref> It can be used to enhance content knowledge while simultaneously fostering the development of communication, [[problem-solving]], critical thinking, collaboration, and self-directed learning skills.<ref name=Barrett>{{cite journal |doi=10.1080/14703291003718901 |title=The problem‐based learning process as finding and being in flow |year=2010 |last1=Barrett |first1=Terry |journal=Innovations in Education and Teaching International |volume=47 |issue=2 |pages=165–174|s2cid=146757519 }}</ref><ref>{{cite journal |doi=10.5172/conu.2009.33.2.191 |title=Problem based learning (PBL): A conundrum |year=2009 |last1=Wells |first1=Samantha H |last2=Warelow |first2=Philip J |last3=Jackson |first3=Karen L |journal=Contemporary Nurse |volume=33 |issue=2 |pages=191–201 |pmid=19929163|hdl=1959.17/41430 |s2cid=27625284 }}</ref>
PBL may position students to optimally function using real-world experiences. By harnessing collective [[collective intelligence|group intellect]], differing perspectives may offer different perceptions and solutions to a problem. Following are the advantages and limitations of problem-based learning.

=== Enhance student-centred learning ===

In problem-based learning the students are actively involved and they like this method.<ref>{{cite journal |last1=Antepohl|first1=W |last2=Herzig|first2=S. |date=1999|title=Problem-based learning versus lecture-based learning in a course of basic pharmacology: a controlled, randomized study|journal=Medical Education |volume=33|issue=2|pages=106–113|doi=10.1046/j.1365-2923.1999.00289.x|pmid=10211260|s2cid=25233365|doi-access=free}}</ref> It fosters active learning, and also retention and development of lifelong learning skills. It encourages self-directed learning by confronting students with problems and stimulates the development of deep learning.<ref>{{cite journal|last1=Spencer|first1=J.A.|last2=Jordan|first2=R.K.|date=1999|title=Learner-centred approach in medical education|journal=British Medical Journal|volume=318|issue=7193|pages=1280–1283|doi=10.1136/bmj.318.7193.1280|pmc=1115656|pmid=10231266}}</ref><ref>{{cite report |author1=UNESCO Principal Regional Office for Asia and the Pacific (Thailand) |author2=Thailand Ministry of Education Department of Non-formal Education |year=1997 |title=Asia-Pacific Regional Consultation on Adult Education, Jomtien, Thailand, 16-18 September 1996: final report |url=http://unesdoc.unesco.org/images/0012/001221/122102Eo.pdf |language=en |place=Thailand}}</ref>

=== Upholds lifelong learning ===

Problem-based learning gives emphasis to lifelong learning by developing in students the potential to determine their own goals, locate appropriate resources for learning and assume responsibility for what they need to know.<ref>{{cite book|title=Self-direction for lifelong learning: A comprehensive guide to theory and practice |last1=Candy|first1=P. C.|date=1991|publisher=Jossey-Bass|location=San Francisco}}</ref><ref>Candy PC. Self-direction for lifelong learning: a comprehensive guide to theory and practice. San Francisco: Jossey-Bass, 1991.{{page needed|date=March 2019}}</ref> It also greatly helps them better long term knowledge retention.<ref>{{cite journal|last1=Norman|first1=G.|last2=Schmidt|first2=H.|date=1992|title=The psychological basis of problem-based learning: A review of the evidence|journal=Academic Medicine|volume=67|issue=9|pages=557–565|doi=10.1097/00001888-199209000-00002|pmid=1520409|doi-access=free}}</ref>

=== Prominence on comprehension not facts ===

Problem-based learning focuses on engaging students in finding solutions to real life situations and pertinent contextualized problems. In this method discussion forums collaborative research take the place of lecturing.

=== In-depth learning and constructivist approach ===

PBL fosters learning by involving students with the interaction of learning materials. They relate the concept they study with everyday activities and enhance their knowledge and understanding. Students also activate their prior knowledge and build on existing conceptual knowledge frameworks.<ref>{{cite journal |doi=10.1136/bmj.326.7384.328 |title=ABC of learning and teaching in medicine: Problem based learning |journal=BMJ |volume=326 |issue=7384 |pages=328–330 |year=2003 |last1=Wood |first1=D. F. |pmid=12574050 |pmc=1125189 }}</ref>

=== Augments self-learning ===

Students themselves resolve the problems that are given to them, they take more interest and responsibility for their learning. They themselves will look for resources like research articles, journals, web materials, text books etc. for their purpose.<ref>{{cite journal|last1=Vernon|first1=D.T.|last2=Blake|first2=R. L.|date=1993|title=Does problem-based learning work? A meta-analysis of evaluative research|journal=Academic Medicine|volume=68|issue=7|pages=550–563|doi=10.1097/00001888-199307000-00015|pmid=8323649|doi-access=free}}</ref> Thus it equips them with more proficiency in seeking resources in comparison to the students of traditional learning methods.

=== Better understanding and adeptness ===

By giving more significance to the meaning, applicability and relevance to the learning materials it leads to better understanding of the subjects learnt. When students are given more challenging and significant problems are given it makes them more proficient.<ref name="ReferenceB">{{cite journal|last1=Albanese|first1=MA|last2=Mitchell|first2=S.|date=1993|title=Problem-based learning: a review of literature on its outcomes and implementation issues|journal=Acad Med|volume=68|issue=1|pages=52–81|doi=10.1097/00001888-199301000-00012|pmid=8447896|doi-access=free}}</ref> The real life contexts and problems makes their learning more profound, lasting and also enhance the transferability of skills and knowledge from the classroom to work.<ref>{{cite journal|last1=Gallagher|first1=S. A.|last2=Stepien|first2=W. J.|last3=Rosenthal|first3=H.|date=1992|title=The effects of problem-based learning on problem solving|journal=Gifted Child Quarterly|volume=36|issue=4|pages=195–200|doi=10.1177/001698629203600405|s2cid=146414741}}</ref> Since there is more scope for application of knowledge and skills the transferability is increased. It will be also very helpful to them not only to visualise what it will be like applying that knowledge and expertise on their field of work or profession.<ref>{{cite journal|last1=Bridges|first1=E.M.|date=1992|title=Problem Based Learning for Administrators|journal=ERIC Clearinghouse on Educational Management}}</ref>

=== Reinforces interpersonal skills and teamwork ===

Project based learning is more of teamwork and [[collaborative learning]]. The teams or groups resolve relevant problems in collaboration and hence it fosters student interaction, teamwork and reinforces interpersonal skills.<ref name="ReferenceA"/> like peer evaluation, working with group dynamic etc.<ref>{{cite journal|last1=Delafuente|first1=J. C.|last2=Munyer|first2=T. O|last3=Angaran|first3=D. M|last4=Doering|first4=P. L.|date=1994|title=A problem solving active learning course in pharmacotherapy|journal=American Journal of Pharmaceutical Education|volume=58|pages=61–64}}</ref> It also fosters in them the leadership qualities, learn to make decision by consensus and give constructive feed back to the team members etc.<ref>{{cite journal|last1=Tricia|first1=S.|last2=Moore|first2=R.D.H.|date=2007|title=Implementation of Problem-Based Learning in a Baccalaureate Dental Hygiene Program|journal=Journal of Dental Education|volume=71|issue=8|pages=1058–1069|doi=10.1002/j.0022-0337.2007.71.8.tb04372.x|pmid=17687088}}</ref>

=== Self-motivated attitude ===

Researchers say that students like problem-based learning classes rather than the traditional classes. The increase in the percentage of attendance of students and their attitude towards this approach itself makes it very clear that they are self-motivated.<ref>{{cite journal|last1=Vernon|first1=D. T.|last2=Blake|first2=R. L.|date=1993|title=Does problem-based learning work? A meta-analysis of evaluative research|journal=Academic Medicine|volume=68|issue=7|pages=550–563|doi=10.1097/00001888-199307000-00015|pmid=8323649|doi-access=free}}</ref> In fact it is more fascinating, stimulating and one of the good learning methods because it is more flexible and interesting to students. They enjoy this environment of learning for it is less threatening and they can learn independently. All these aspects make students more self-motivated and they pursue learning even after they leave the school or college.<ref name="ReferenceA">{{cite journal|last1=Vernon|first1=D. T.|date=1995|title=Attitudes and opinions of faculty tutors about problem-based learning|journal=Academic Medicine|volume=70|issue=3|pages=216–223|doi=10.1097/00001888-199503000-00013|pmid=7873010|doi-access=free}}</ref>

=== Enriches the teacher-student relationship ===

Since the students are self-motivated, good teamwork, self-directed learning etc. the teachers who have worked in both traditional and project based learning formats prefer project based learning.<ref name="ReferenceA" /> They also feel that problem-based learning is more nurturing, significant curriculum and beneficial to the cognitive growth of the student.<ref name="ReferenceB"/>

=== Higher level of learning ===

The PBL students score higher than the students in traditional courses because of their learning competencies, problem solving, self-assessment techniques, data gathering, behavioral science etc.<ref>{{cite journal|last1=Albanese |first1=MA|last2=Mitchell|first2=S.|date=1993|title=Problem-based learning: a review of literature on its outcomes and implementation issues|journal=Acad Med|volume=68|issue=1|pages=52–81|doi=10.1097/00001888-199301000-00012|pmid=8447896|doi-access=free}}</ref> It is because they are better at activating prior knowledge, and they learn in a context resembling their future context and elaborate more on the information presented which helps in better understanding and retention of knowledge.<ref>{{cite journal|last1=Bridges|first1=E. M.|last2=Hallinger|first2=P.|date=1991|title=Problem-based learning in medical and managerial education|journal=Paper Presented for the Cognition and School Leadership Conference of the National Center for Educational Leadership and the Ontario Institute for Studies in Education, Nashville, TN.}}</ref> In medical education, PBL cases can incorporate dialogue between patients and physicians, demonstrate the narrative character of the medical encounter, and examine the political economic contributors to disease production. PBL can serve as a platform for a discursive practices approach to culture that emphasizes the emergent, participant-constructed qualities of social phenomena while also acknowledging large-scale social forces.<ref>{{Cite journal|last1=Yamada|first1=Seiji|last2=Maskarinec|first2=Gregory|title=Strengthening PBL Through a Discursive Practices Approach to Case-Writing|journal=Education for Health: Change in Learning & Practice|volume=17|issue=1|pages=85–92|doi=10.1080/13576280310001656150|pmid=15203477|year=2004}}</ref>