Take 2 for Teaching and Learning - Problem-Based Learning: Designing Courses Around Inquiry and Application

Are you looking for ways to infuse more critical thinking into your courses? How about more real-world relevance? Problem-based learning (PBL) can do both, and more.  PBL is an authentic assessment and instructional method where students work to solve a complex, open-ended, real-world issue or problem. By placing students in the middle of a content-related problem to solve or work through, PBL represents a diverse, student-centered, inquiry-driven instructional model that builds both knowledge and transferable skills, shifting classrooms from information delivery to meaningful inquiry and application. In other words, PBL promotes deeper learning by organizing instruction around authentic problems and fostering critical thinking, adaptability, and real-world problem-solving, rather than content delivery. 

Organized around an authentic dilemma or problem, PBL assignments foster learning through structured research, analysis, and discovery. Students collaboratively analyze cases, identify knowledge gaps, conduct research, and propose solutions. Infused with collaborative learning elements, students navigate the content while solving the problem and communicating with their peers or others related to the issue. At the same time, the instructor serves as a facilitator of learning, rather than the sole content deliverer. To be successful with PBL work, students must also retrieve prior knowledge while constructing new understanding.   

Some core elements of PBL include:  

• Real-world application aligned with course learning objectives. 
• Inquiry and analysis of authentic cases or scenarios. 
• Collaboration and discussion-based learning. 
• Feedback and metacognition. 
• Reflection to consolidate learning. 
  

There are numerous benefits of PBL for students, including :  

• Builds confidence and self-directed learning habits. 
• Develops critical thinking and communication skills. 
• Encourages active decision-making. 
• Enhances real-world relevance and motivation. 
• Promotes reflection and deeper learning. 
• Enhances long-term knowledge retention and application  

When it comes to the implementation of PBL techniques, there are several considerations to apply: 

• Start with straightforward, relevant scenarios that are directly connected to course goals.  
• Present a clear problem before providing instruction. 
• Provide structured facilitation and clear expectations. 
• Guide learning with thoughtful, open-ended questions. 
• Use formats such as case studies, debates, simulations, role play, or structured debriefs. 

If you are hesitant to use PBL right away, you might first start by experimenting with a small-scale implementation. For example, presenting students with a problem to navigate during a single class meeting, rather than a larger project-based assignment to be completed outside of class. Having trouble choosing a “problem”? Start by reflecting on where a real-world problem could deepen learning in your course. You might also redesign one unit of your course around a compelling problem. There is not one right way. If you are looking to shift your classroom from passive content coverage to meaningful engagement and skill development, consider implementing some PBL.  

References 

Barrows, H.S. (1996). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson, & W. H. Gijselaers (Eds.), New directions for teaching and learning, No.68 (pp. 3-11). San Francisco: Jossey-Bass. 

David, L.  (2014). Problem-based learning (PBL), in Learning Theories. Retrieved from https://www.learning-theories.com/problem-based-learning-pbl.html

Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and instruction, 13(5), 533-568. 

Genareo , Vincent R., and Renee Lyons. “Problem-Based Learning: Six Steps to Design, Implement, and Assess.” Faculty Focus | Higher Ed Teaching & Learning, 15 June 2023, www.facultyfocus.com/articles/course-design-ideas/problem-based-learning-six-steps-to-design-implement-and-assess/.  

Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27-61. 

Husain, A. (2011). Problem-based learning: A current model of education. Oman Med, 25(4). 295. DOI: 100.500/omj/2011.74  

Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 2(2), 4. 

Messier, Nicole. “Authentic Assessments.” Center for the Advancement of Teaching Excellence | University of Illinois Chicago, 15 Apr. 2022, teaching.uic.edu/cate-teaching-guides/assessment-grading-practices/authentic-assessments/.  

Norman, G. R., & Schmidt, H. G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67(9), 557-565.