Is it Truly Possible to Have Such a Thing as dPBL?

Problem-based learning (PBL) surfaced over 30 years ago as a reaction to the problems and shortcomings of conventional educational approaches. Through experience and research in many different educational arenas it has evolved into what was a distinct educational method aimed at giving the learner effective skills in problem solving, self-directed learning as a life-time habit and team work, all while acquiring an integrated body of knowledge from many different subject areas or disciplines. This integrated information, learned while working through a problem, is structured in the learner’s mind for later recall and application to future problems and tasks. One of the method’s strongest attributes is that it is an engaging and motivating way to learn as the learner works with problems that are challenging and perceived as relevant. The student realizes that the learning required to solve and understand the presented problems is useful and appropriate. There are four keys to the method. First, the problems are presented to the learner in the way they would present in the real world, as unresolved ill-structured problems, stimulating the generation of multiple hypotheses about cause and management. These problem simulations are designed to allow free inquiry by the learners to gather more information in their attempt to achieve understanding and resolution, while practicing and perfecting problemsolving skills. Second, the learners have to assume responsibility for their own learning, determine what it is they need to learn and Ž nd the appropriate resources for the information from the world about them (texts, libraries, online, experts). In addition, they have the responsibility to monitor and assess their own performance and that of their peers. Problembased learning is a learner-centered learning method. Third, to cause this to happen, the teacher’s role is that of a guide or facilitator of learning; commonly referred to in PBL as a tutor. As PBL teachers in secondary education put it, the tutor is a guide at the side of the learner instead of a sage on the stage at the front of the class. It is an adult–adult relationship with students aimed at growth and independence, not a parent–child relationship so common between teacher and student in traditional teacher-centered learning. Fourth, the problems chosen are those most apt to be confronted by the learner in life and career. The skills and