Problem Based Learning (PBL)

Dr. Noor Al-Wattary

 Introduction
In this session you will explore:

• What is the Problem Based Learning (PBL)

• The advantages of PBL in the educational settings
• The process of PBL
• The different roles in the PBL sessions
 Instructional styles
Deductive Inductive
A deductive instructional An inductive approach is a
approach is an instructor- student-center approach
centered approach.
Instructor gives students The instructor will provide
the new concept, explain it, students with an example to
then students will practice explore, identify and
this learning construct their own
knowledge
Instructional styles
 Instructional styles
Instructional inductive strategies that support student center
learning are:
• Problem-Based Learning (PBL)
• Team-Based Learning (TBL)
• Task-Based Learning (TK-BL)
• Case-Based Learning (CBL)
 Definition
Problem based learning is a learning approach that enable
students to discover, identify and formulate their learning
objectives within a guided approach (Norman, 2000).

PBL is not about problem solving , but rather it uses

appropriate problems to increase knowledge and
understanding. The process is clearly defined within similar
series of steps (Wood , 2003)
 Definition
In PBL sessions students use “triggers” from the problem case
or scenario to define their own learning objectives. Later,
students do independent, self directed study before returning to
the group to discuss and refine their acquired knowledge.

The role of the instructor in PBL is to facilitate students’

learning process to achieve the specified learning objectives
 Definition
PBL can therefore be thought of as a small group teaching
method that combines the acquisition of knowledge with the
development of generic skills and attitudes
These generic skills are:
(Teamwork- Listening- Recording- Cooperation- Respect for
colleagues' views- Critical evaluation of literature-s elf
directed learning and use of resources- Presentation skills)
Definition
 Advantages
Student centered: PBL fosters active learning, improved
understanding, and retention and development of lifelong
learning skills
Generic competencies—PBL allows students to develop
generic skills and attitudes desirable in their future practice
Integration—PBL facilitates an integrated core curriculum
 Advantages
Motivation: PBL is fun for students and tutors, and the
process requires all students to be engaged in the learning
process
“Deep” learning: by allowing students’ interaction with
learning materials, relate concepts to everyday activities, and
improve their understanding
Constructivist approach: Students activate prior
knowledge and build on existing conceptual knowledge
frameworks
 The Function of the PBL team
The PBL team consists of different roles that need to be
distributed and organized before each PBL session. Each of
these roles is important to the effectiveness and achievement
of positive outcomes.
The Function of the PBL team
 The Function of the PBL team

1. Tutor: within this role, the student will:

Encourage the group members to participate and to share
their ideas
Assist the chair with the dynamics of the group
Assess performance and understanding
Ensure the achievement's of the objectives
 The Function of the PBL team

2. Chair: the chair of the PBL group will:

Lead the process of the PBL
Maintain the Group’s dynamics
Motivate and encourage everyone to participate
Ensure the scribe is recording the accurate information
Managing the time of the session
 The Function of the PBL team

3. Scribe: The student’s role as a scribe is to:

Record the important points raised by the group
Assist in ordering the group’s thoughts
Participate in the discussion and formulation of the
objectives
Record the resources used by the group
 The Function of the PBL team

4. Group member: each individual group member of the PBL

needs to:
Follow the steps and the sequences of the session
Participate actively in the sessions and share information
Formulate and research the learning objectives
Listen and respect other’s contributions
 PBL Process
• Step 1—Identify and clarify unfamiliar terms presented in the
scenario
• Step 2—Define the problem or problems to be discussed and list of
agreed problems
• Step 3—“Brainstorming” session to discuss the problem(s),
suggesting possible explanations on basis of prior knowledge; students
draw on each other’s knowledge and identify areas of incomplete
knowledge
• Step 4—Review steps 2 and 3 and arrange explanations into tentative
solutions
 PBL Process
• Step 5— Formulate learning objectives and reach consensus on
focused, achievable, comprehensive, and appropriate objectives

• Step 6— Private study (all students gather information related to each

learning objective)

• Step 7—Group shares results of private study (students identify their

learning resources and share their results)
 Process
The result is the formulation of the learning objectives,
arriving to the learning needs and construing the knowledge in
an active and collaborative learning approach.