Problem based learning (PBL) is documented as far back as Plato and the Socratic pedagogy and its manifestations have been varied.The philosophy embodies Alfred North Whiteheads observation that education means, literally, the process of leading out. Although PBL is application in medical education that is not free form discovery learning, PBL is rather a rigorous, practical teaching learning process. In medicine, PBL is understood to mean a highly structured, student centered, educational methodology, small group and collaborative problem solving activities. In PBL students are put in an active learning situation by giving them clinical problems and training them to identify what they need to learn to solve those problems. Faculty members go through a tedious exercise to develop a single PBL case. They should be able to determine proper learning resources and subsequently apply what they have learned to solve problems. The tutors role in PBL is to facilitate this process of active learning by students and foster skills of clinical reasoning and habits of continued learning. PBL is typically carried out in three phases. Phase one is Problem analysis. This is the phase in the PBL approach where the students develop the cognitive skills necessary for clinical reasoning.
Last date updated on September, 2014