Editing Problem-based learning (section)

=== 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>