Problem-based learning: where are we now?

Taylor, David and Miflin, Barbara (2008) Problem-based learning: where are we now?. Medical Teacher, 30 8: 742-763. doi:10.1080/01421590802217199


Author Taylor, David
Miflin, Barbara
Title Problem-based learning: where are we now?
Journal name Medical Teacher   Check publisher's open access policy
ISSN 0142-159X
1466-187X
Publication date 2008-01-01
Sub-type Article (original research)
DOI 10.1080/01421590802217199
Volume 30
Issue 8
Start page 742
End page 763
Total pages 22
Place of publication London, United Kingdom
Publisher Informa Healthcare
Language eng
Abstract The definition of problem-based learning (PBL) as an educational concept is as elusive in 2008 as it has been since the concept was first expressed over forty years ago. A definitive guide to the practice of PBL is equally elusive. Like all worthwhile educational ideas, PBL has proved attractive to those teachers who seek improvements for their courses. Its appeal has transcended the traditional boundaries in formal education so that there are examples of PBL from primary to tertiary education, and across many disciplines within these. Dissemination, however, has wrought confusion in understanding and practice, and consequent difficulties for researchers in evaluating its efficacy, and lack of clear advice for those who would like to adopt PBL. Rather than attempting to be definitive, this Guide explores the various interpretations and practices that claim the label PBL, and critiques these against the original concept and practice. The primary aim is to provide insight into the causes of the confusion about PBL in 2008. The second aim is to point a feasible way forward so that, where appropriate, the potential of PBL as a whole-of-curriculum concept may be realised; and, where it is not possible to implement the whole concept, worthwhile educational principles that have been associated more or less with PBL may be recognised as such and given value in their own right.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Medicine Publications
 
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