Problem-based learning: future challenges for educational practice and research

Context  Problem‐based learning (PBL) is widely used in higher education. There is evidence available that students and faculty are highly satisfied with PBL. Nevertheless, in educational practice problems are often encountered, such as tutors who are too directive, problems that are too well‐struct...

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Vydáno v:Medical education Ročník 39; číslo 7; s. 732 - 741
Hlavní autoři: Dolmans, Diana H J M, De Grave, Willem, Wolfhagen, Ineke H A P, Van Der Vleuten, Cees P M
Médium: Journal Article
Jazyk:angličtina
Vydáno: Oxford, UK Blackwell Science Ltd 01.07.2005
Blackwell
Wiley Subscription Services, Inc
Témata:
Biomedical Research
Clinical Competence - standards
consumer participation
Curriculum subjects: programmes and methods
education
Education, Medical - organization & administration
Education, Medical - standards
Education, Medical - trends
Educational sciences
Forecasting
Group Processes
Medical and paramedical education
medical/trends/ organisation & administration/ standards
motivation
Problem-Based Learning - organization & administration
Problem-Based Learning - standards
Problem-Based Learning - trends
problem-based learning/trends/ organisation & administration/ standards
Teaching - methods
Teaching - standards
Medicine
Participation
Educational Research
Teaching Practice
Motivation
Problem Solving
medical/ trends/ organisation & administration/ standards; consumer participation; motivation
problem-based learning/ trends/ organisation & administration/ standards; education
ISSN:0308-0110, 1365-2923
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Shrnutí:Context  Problem‐based learning (PBL) is widely used in higher education. There is evidence available that students and faculty are highly satisfied with PBL. Nevertheless, in educational practice problems are often encountered, such as tutors who are too directive, problems that are too well‐structured, and dysfunctional tutorial groups. Purpose  The aim of this paper is to demonstrate that PBL has the potential to prepare students more effectively for future learning because it is based on four modern insights into learning: constructive, self‐directed, collaborative and contextual. These four learning principles are described and it is explained how they apply to PBL. In addition, available research is reviewed and the current debate in research on PBL is described. Discussion  It is argued that problems encountered in educational practice usually stem from poor implementation of PBL. In many cases the way in which PBL is implemented is not consistent with the current insights on learning. Furthermore, it is argued that research on PBL should contribute towards a better understanding of why and how the concepts of constructive, self‐directed, collaborative and contextual learning work or do not work and under what circumstances. Examples of studies are given to illustrate this issue.
Bibliografie:ark:/67375/WNG-4HPSTG4H-D
istex:0EB0B1054EB6A69656FCE415750FCCD5318746C1
ArticleID:MEDU2205
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ISSN:0308-0110
1365-2923
DOI:10.1111/j.1365-2929.2005.02205.x