Invited reaction: Cultivating problem‐solving skills through problem‐based approaches to professional development

Abstract

AbstractIn her article in this issue, Margaret Lohman distinguishes among four problem‐based approaches to professional development: case study, goal‐based scenario, problem‐based learning, and action learning. Based on a review of more than a hundred articles, Lohman compares the four approaches in terms of the degree to which the problems used in the training are ill‐ versus well‐defined and are either routine or nonroutine, the degree to which the training provides low versus high guidance, the degree to which the learning outcomes support near versus far transfer, and the relative costs of the approaches in terms of development and implementation. Future work is needed to (1) more sharply distinguish among the kinds of problem‐based approaches to professional development, (2) relate problem‐based training methods to cognitive theories of learning and problem solving, and (3) build a solid empirical research base for evaluating the cognitive outcomes of participation in various kinds of problem‐based training. In particular, research is needed to determine which features of problem‐based training promote which kinds of learning outcomes for which kinds of learners.