Prior to problem-based learning (PBL), traditional lecture courses were taught in hour-long sessions several times a week. Students did not direct their learning, and often memorized facts.  Knowledge was tested through content exams, with students competing against each to prove who memorized the most facts; however, little or no integration of material was used to resolve real-world problems.  In this model, learning is linear; once a course is completed, the content and experience are not used for new problem solving.

In contrast,  PBL is an active learning method that uses real-world problems that requires imagination to resolve (hypothesis) problems with limited facts, provides for student-directed learning when causation between fact and problem are unknown, and cooperation in small groups to utilize each member's strength to resolve the problem. 

PBL addresses traditional lecture limitations by allowing students to direct their learning and practice real-world team building skills.  Students learn to identify information (facts) relevant to the problem, how to find valid information, organize the information that is meaningful to all group members, and to communicate how the problem would be resolved.

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Introduction to Problem-Based Learning and
 Case Writing

The Office of Medical Education has developed a PBL and case writing slide show.
Our slide show requires a fast internet connection.  If you are accessing the internet by telephone modem, the download may require 20 or more minutes.

To view the slides:
Left mouse click on your selection;  on the file download box, choose open to view the slide show, save to download to your hard drive. If you choose open, a new window will appear; use your left mouse button anywhere on the black background to progress the slides.  To return to this page, use the arrow key on the upper left hand corner of the window.

Select below to view:

Introduction to PBL

Introduction to Case Writing
 

Medical student Cassie L discussing Healthy Living.