A review of the last decade of research in problem-based learning

Lauren E.M. Dahlquist

Outline

• Background on PBLs• Materials and Methods• Results• Conclusion

Introduction

• Origin of PBL– McMaster University

• Foundation– “human desire to solve problems”

• Key points of PBLi. presentation of a problem to a group, ii. initial collaboration with peers to propose key concepts and

identify strategies for solving the problem, iii. a period of self-study and independent research, iv. final group collaboration and organization of data and facts,

and v. a final presentation of solved problem

Materials and Methods

• Databases– NCBI’s PubMed– Web of Knowledge

• Key words– “problem-based learning, Problem-based learning in science,

and science pedagogy”• Article results – English– Last decade– Graduate and undergraduate education– N=33, 47 studies

Universities that use PBL exercises

Medical School

31%

7%

27%

21%14%

Undergraduate School

Polytechnic School

Dental School

Pharmacy School

PBL use by Country or RegionBritish Columbia

United Kingdom

United States

Singapore

7%

32%

11%

29%

Role of the Facilitator during PBL

• Who is the facilitator? Mentor? Instructor? • Creation of the exercise• Instigate new directions or discussion by

providing focused and thought-provoking questions

• Characteristics of an effective facilitator

Types of Assessments in PBL

Various Survey (27%)

Self-Study

Assignments

Examinations

Verbal Survey (7%)

Presentations

Pre- and Post-Test

34%

9%

13%

7%

9%

7%

Methods of Assessment (Reference Articles)

Description # of Studies

%, n=47

Survey (13, 14, 19-27) Anonymous written or verbal questionnaire or feedback session

11 23.4%

Meetings (11-14, 19, 22, 23) Small-group study periods for discussion 7 14.9%

Presentation (12-14, 19, 20, 23) Oral communication of acquired knowledge by students

6 12.8%

Self-Study (12, 13, 23, 28, 32) Student time period devoted to self-education

5 10.6%

Examinations (8, 25, 29) Objective or written assessment of acquired knowledge

3 6.3%

Evaluation (19, 26, 30) Report written anonymously 3 6.3%Pre- and Post-Test (11, 21, 31) Assessments administered to measure

acquired knowledge from a learning exercise

3 6.3%

Assignments (19, 21, 28) Objective or written take-home assessments included for final grade

3 6.3%

Quizzes (19, 24) Objective assessments calculated as part of final grade

2 4.2%

Participation (11, 19) Discussion level observed by faculty and used for final grade

2 4.2%

Lecture Attendance (14) Attendance is calculated as part of the final grade

1 2.1%

Key Points

• PBL activities are helpful in scientific courses that require critical thinking and can stimulate additional discovery

• Tutors facilitating PBL activities in the classroom allows students to capitalize on learning

• Discussion with peers is helpful to develop critical thinking and reasoning skills

Conclusion

• Student perspective• Professor perspective• PBL activities are beneficial as a supplement to

traditional lecture

Acknowledgements

• Biology Department at the University of Nebraska at Omaha

• University Committee on Research and Creative Activity (L. Dahlquist)