Abstract
Designing problems for Problem-Based Learning (PBL) sessions: students and faculty perceptions
Highlights
Problem-based learning (PBL) an innovative student centered pedagogic strategy encourages learning through enquiry and exploration
Problem Designing The problems were designed at various levels of functioning keeping in mind the student’s task
Faculty members believed that problems were clinically oriented 30 (83%), framed to students’ level of understanding 32 (89%), focused and understandable 26 (74%), emulated sufficient interest 31 (86%) and had relevance to their future practice 26 (72%)
Summary
Problem-based learning (PBL) an innovative student centered pedagogic strategy encourages learning through enquiry and exploration. It is an effective tool to cultivate students’ ability to learn actively and think critically as learning through problem solving is more effective than memory based learning. A critical factor in the success of PBL is the problem itself involving the use of complex, “real-world” cases as stimulus and framework for learning. Problem generates learning objectives and the driving force behind students’ learning. Designing an adequate problem is a challenge as ineffective problem design results in failure of the learning process. Proper meticulous designing of the problem is essential
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