Background of Problem-Based Learning. Samford University - Center for Problem-Based Learning. A short summary that defines problem-based learning (PBL), specifies its characteristics and objectives, describes its processes, and compares and contrasts traditional and PBL methods of teaching.

Faculty & Student Guide to Problem-Based Learning (PBL). University of New Mexico School of Medicine. Addresses the following key questions: What is Problem-Based Learning (PBL)? Why is Problem-Based Learning an Integral Element of the UNM SOM Curriculum? How Does Problem-Based Learning Fit Into UNM SOM Curriculum? How Does Problem-Based Learning Work? What are Expectations of Students in a Tutorial? What Are the Roles of a Tutor in the Tutorial Process? Also includes a set of Quick Reference Guides.

Introduction to Problem-Based Learning. Illinois Mathematics and Science Academy. A basic Web-based tutorial on problem-based learning (PBL) that defines PBL; describes ill-structured problems in PBL; discusses the roles of teachers and students in PBL; delineated the benefits of PBL; clarifies the parameters of PBL; and presents organizational options for PBL.

Minimum Essentials for Problem-Based Learning. Southern Illinois University School of Medicine. Describes the major objectives of problem-based learning (PBL) and the minimal essentials needed to call an educational intervention PBL. Includes both generic PBL essentials and those specific to medical PBL.

Problem-Based Learning. Stanford University. Describes the essential elements of Problem-Based Learning (PBL), the typical class structure and format, how to develop suitable problems, how to organize a PBL course and the role of assessment in PBL. From Speaking of Teaching, Vol. 11, No. 1 2001.

Problem-Based Learning. Southern Illinois University School of Medicine. A short tutorial that describes what problem-based learning (PBL) is, how the process works, the structure of a PBL curriculum, and the roles of the PBL teacher and learning group. Also describes the unique features of the PBL approached used at Southern Illinois.

Problem-Based Learning. University of Washington - Center for Instructional Development and Research. A concise summary that defines problem-based learning and answers the following key questions: Why use problem-based learning? How does problem-based learning work? How does problem-based learning work? and What kinds of classes can problem-based learning be used in? From the Teaching and Leaning Bulletin, Volume 7(3), 2004.

Problem-Based Learning: An Introduction. Rhem, J. A brief description of what problem-based learning is and does, its historical origins, and the roles and procedures involved in its implementation. Provides a good lists of annotated resources.

The Tutor in Problem-Based Learning: A Novice's Guide. McMaster University - Program for Faculty Development. Chapters include Problem Based Learning: The Meaning of the Term; The Steps of PBL; Advantages and Disadvantages of PBL; The Role of the Tutor in PBL; Understanding Group Process in PBL; Getting a Group Started in PBL; Assessment and Evaluation in PBL; and Common Difficulties in PBL Groups. Includes references and a glossary of student-centered leaning methods.

What is Problem-Based Learning?. University of Western Australia - Centre for Staff Development. Broadly defines problem-based learning (PBL) as learning that is centered around a problem, resulting in an approach to curriculum which is problem-centered rather than discipline centered. Outlines the features of a problem-based curriculum and the relationship between PBL and the principles of adult learning. From Issues of Teaching and Learning Vol 2, No. 4.

A Student-Centered Model of PBL. Mierson, S. Describes one instructor's experience in implementing Problem-Based Learning (PBL) in an Advanced Mammalian Physiology course, including the structure, process and student reception. From the University of Delaware's About Teaching Newsletter, January, 1995.

Creating Problems for PBL. White, H. A good problem typically involves a real situation, sequential components, and sufficient complexity to engage a group of students productively for up to a week or more. They require students to gain understanding, apply multiple concepts, and make decisions based on their work. Describes how science instructors can identify suitable topics on which to base problems for use a PBL curriculum.

IDEA Papers - Helping Your Students Develop Critical Thinking Skills (No. 37). Kansas State University. Recommends theoretically grounded and empirically supported strategies teachers can use to improve the development and assessment of students' thinking skills. Present 'Steps for Better Thinking', conceptualized as the skills in a developmentally grounded problem solving or inquiry process. Includes examples of tasks and tools that can be adapted for learning purposes in any course or experiential setting to enhance students' thinking skills.

PBL Evaluation Instruments. University of Miami School of Medicine - - Educational Development Office. Provides useful evaluation tools for PBL group activities, including: students self and peer evaluations, facilitator/tutor evaluation of student participation, student assessment of the facilitator/tutor, and student assessment of the entire experience.

Planning and Conducting Problem-Based Learning: A Self-Checklist. University of Colorado Health Sciences Center - Center for Instructional Support. A handy checklist for those planning and conducting problem-based learning groups. Includes preparatory items, introductory items and group process item.

Problem based learning. Wood, DF. Full text of British Medical Journal article on this topic (BMJ 2003; 326: 328-330), from the ABC of learning and teaching in medicine series (clinical reviews).

Problem Based Learning: Student-Tutor Handbook. Queen's University - School of Medicine. A short guidebook on how to plan, conduct and evaluate Problem Based Learning (PBL) in a medical school curriculum. Topics include: Objectives of PBL, The Process of PBL, Student Responsibilities, Tutor Role, Characteristics of a Good Tutor, Using Learning Resources, PBL Evaluation, Creating PBL Problems and PBL on The Web.

Problem Solving Rubric. Schreyer Institute for Teaching Excellence. This assessment scale evaluates the process employed in response to a problem-solving task. It takes into consideration the level of student knowledge and understanding with respect to the given problem solving task; the selection and implementation of appropriate procedures and/or strategies; and the accuracy of the solution obtained.

Problem-Based Learning in Physics: The Power of Students Teaching Students. Duch, B. In a traditional science class, learning tends to proceed from the abstract to the concrete, with concepts being introduced first, followed by an application problem. In problem-based learning (PBL), students are presented with an interesting, relevant problem 'up front,' so that they can experience for themselves the process of doing science. Presented here is an example and personal observations from an instructor of an undergraduate physics course. From the University of Delaware's About Teaching Newsletter, January, 1995.

Problem-Based Learning, Especially in the Context of Large Classes. Woods, DR. Defines and clarifies the concept of Problem-Based Learning (PBL), related PBL to the process of problem-solving, and describes use of small group, self-directed PBL at McMaster University. Includes links to the full-text (PDF files) of Don Wood's book Problem-based Learning: Helping your students gain the most from PBL (1995).

Problem-Solving in Groups. University of Washington - Center for Instructional Development and Research. Working in groups can help students tackle challenging problems by stimulating creative thinking and higher-level reasoning strategies. It can also help promote long-term retention of course content. Student response to collaborative learning depends largely on how group work is used. Clear goals, organized groups, and explicit links to other components of the class all help contribute to effective learning in groups. From CIDR Bulletin, Vol. 6, No. 1, 2002.

Problems: A Key Factor in PBL. Duch, B. A critical factor in the success of PBL is the problem itself. The short paper describes the characteristics of good problems and where can you find problems or cases in your discipline to use in your courses. Provides concrete examples of various levels of problems from physics and biology.

Skills to Enhance Problem-Based Learning. Peterson, M. Discusses the interpersonal skills necessary to enhance PBL, and suggest how these skills can be improved and incorporated into the curriculum.

But I Teach a Large Class. Dion, L. Describes the author's experience in using problem-based learning in a large class. Successful application requires attention to detail, organization, and some built-in structure which may not be necessary with a smaller class. The additional time involved can pay off handsomely in the enhanced rapport which you establish with your students as they become actively engaged creators-of-ideas rather than docile, passive recipients-of-knowledge. From the University of Delaware's About Teaching Newsletter, Spring 1996.

Problem-Based Learning in Medical Education: Issues for Health Sciences Libraries and Librarians. Block, KJ. Problem-based learning (PBL) is becoming increasingly widespread in U.S. medical education. The growth of PBL as an educational model brings with it both new challenges and new opportunities for health sciences libraries and librarians. This article presents the characteristics of problem-based learning and discusses PBL's implications for health sciences libraries and librarians. PDF file.

Problem-Based Learning: A Paradigm Shift or a Passing Fad?. Camp, G. The use of problem-based learning in medical education and other educational settings has escalated. What once was considered a 'fringe' innovation has become much more mainstream. This paper addresses whether PBL will become such a successful innovation that it becomes the 'norm', or whether its popularity and widespread adoption will fade and be replaced by another, newer innovation.

Problem-based learning: its rationale and efficacy. Finucane, PM, Johnson, SM & Prideaux, DJ. Potential advantages of problem-based learning (PBL) over traditional approaches to medical education include greater relevance to practice, ability to promote retention and application of knowledge, and promotion of self-directed learning. Possible disadvantages include higher costs, both in resources and staff time. Although PBL's efficacy is hard to evaluate, current enthusiasm for this approach seems justified. From the Medical Journal of Australia 168: 445-448, 1998.

Undergraduate medical education: comparison of problem-based learning and conventional teaching. Nandi, PL, Chan, JNF, Chan, CPK, Chan, P & Chan. LPK. A review of the literature on studies comparing all aspects of problem-based learning with the conventional mode of teaching, based on a Medline literature search from 1980 through 1999. Concludes that a combination of both the conventional and newer curricula may provide the most effective training for undergraduate medical students. PDF file.

We Never Said It Would Be Easy. Felder, R. Problem-based learning can impose steep learning curves on both instructors and students, and initial instructor awkwardness and student hostility (to both the instructor and their team) are common. To succeed, instructors need to understand how the process works, take steps to smooth out the initial glitches, and wait out the inevitable setbacks until the payoffs start emerging. From Chem Engr Education, 29(1), 32-33, 1995.

Comparative Studies and Meta-Analyses on Problem-Based Learning. National Library of Medicine. A dynamic search of the NLM Medline database on this topic using the NLM PubMed interface.

Problem-Based Learning - Review Articles. National Library of Medicine. A dynamic search of the NLM Medline database on this topic using the NLM PubMed interface.

Problem-Based Learning in Allied Health. National Library of Medicine. A dynamic search of the NLM Medline database on this topic using the NLM PubMed interface.

Problem-Based Learning in Dental Education. National Library of Medicine. A dynamic search of the NLM Medline database on this topic using the NLM PubMed interface.

Problem-Based Learning in Medical Education. National Library of Medicine. A dynamic search of the NLM Medline database on this topic using the NLM PubMed interface.

Problem-Based Learning in Nursing Education. National Library of Medicine. A dynamic search of the NLM Medline database on this topic using the NLM PubMed interface.

Problem-Based Learning in Pharmacy. National Library of Medicine. A dynamic search of the NLM Medline database on this topic using the NLM PubMed interface.

Center for Problem-Based Learning. Samford University. The Center communicates PBL research and course efforts, reports on PBL activities in other universities, and assesses PBL course development and implementation strategies.

Problem Based Learning. Queen's University - School of Medicine. Includes a 'How-To' PBL Handbook in both Web and downloadable formats; links to PBL sites on the Web; PBL Abstracts (MEDLINE); and a downloadable PowerPoint Intro to PBL.

Problem-Based Learning. Maricopa Center for Learning and Instruction. Provides an overview of Problem-Based Learning (PBL), sample lesson plans and materials and a searchable archive of PBL resources. Community College oriented, but still a useful resource.

Problem-Based Learning. Maastricht University. A resource center on problem-based learning providing access to related publications, courses, educational and curriculum materials, citation database, Web links and conferences.

Problem-Based Learning. University of Delaware. A general academic clearinghouse that provides access to PBL articles and books, sample PBL problems, and PBL courses and syllabi.

Problem-Based Learning Initiative. Southern Illinois University School of Medicine. Outlines the essentials for PBL and motivations for changing to PBL. Describes patient problem formats and PBL learning and assessment processes in medicine. Includes a bibliography and links to other PBL sites.

PBL Insight. Samford University. The newsletter for the Center for Problem-Based Learning at Samford University.

Problem Based Learning Bibliography. Southern Illinois University School of Medicine. A rather comprehensive (but dated) bibliography of journal articles on problem-based learning from the Southern Illinois University School of Medicine Problem Based Learning Initiative. Last update 1999.

Problem Based Learning References. Queen's University - School of Medicine. Titles and abstracts of Medline articles on Problem Based Learning from 1974 to present. References downloaded from MEDLINE using OVID and Reference Manager 10 by Dr. Hugh Pross, PBL Coordinator, Faculty of Medicine, Queen's University at Kingston, Canada.

Problem-Based Learning List (PBLIST). Indiana University/Purdue University - Indiananapolis. A Listserv on problem-based learning maintained by Indiana University/Purdue University Indianapolis.