Learning & Teaching

Where does this sit on the Experiential Learning Continuum?

Learning through work: an experience premised around an authentic scenario that simulates elements of a professional role or broader aspects of an industry/sector.

What is it?

Problem-Based Learning (PBL) is a student-centred approach where learners work collaboratively to solve real-world problems. Rather than receiving direct instruction, they research, apply knowledge and develop solutions. It encourages students to think critically, ask questions and draw on multiple perspectives to navigate challenging, real-world issues. The ultimate outcome of PBL is not just finding a solution to a problem but developing the skills needed to approach challenges thoughtfully, collaboratively and independently.

How does it work?

When introducing a PBL scenario, there are several key stages to the process and certain key design points to ensure the experience is meaningful, effective and aligned with learning outcomes. 

A typical PBL might follow these steps:  

Introduction of the problem - Students are presented with a scenario (case, article, video, etc.). They clarify the scope, ask questions and identify what they already know. 

Group discussion – students work together to unpack the problem, brainstorm ideas and identify gaps in their knowledge. 

Independent or group research -students look for resources, evidence and concepts to fill their knowledge gaps.  

Development of solutions - the groups gather all their information, test ideas and propose solutions. 

Presentation and reflection – students present their solution (report, presentation, product).   

The key design and facilitation of the PBL are as follows: 

Define the aim and learning objectives – what do you want the students to learn? Choose a topic that is going to engage students that is relevant to their study and future. 

Design the scenario – make it open ended so that the students can take different approaches and outcomes and yet it is solvable within the time and resources you have available. It should reflect real world problems and their uncertainties and the challenge should stimulate critical thinking, analysis and synthesis. 

Structure the PBL process – e.g. presentation of the challenge, group discussion and hypothesis generation, independent research, development of the solution and presentation and reflection. 

Manage the group dynamics -group size from 4-8 students works well and choose mixes of skills and backgrounds, define roles (facilitator, note taker, presenter, etc.) and equip students with information on working successfully in a group and how to manage group dynamics including conflict.

Facilitation – academics serve as guides, encouraging critical thinking by asking probing questions and supporting the learning process, rather than delivering information or directing outcomes. 

Resources- ensure students have access to relevant databases, literature and tools and provide guidance where needed to help them navigate and use these effectively. 

Assessment – align these with outcomes and include multiple parts, e.g. process (collaboration and communication), product (e.g. solution, report, presentation). Transparent assessment should be shared in advance with students.  

Monitor progress - facilitate a mid-project review to keep track of group dynamics and individual contributions and to keep up motivation.  

Refection and feedback – encourage students to reflect on what they learned and how they worked in a team. Ask students for feedback on the PBL experience to improve future iterations.  

Evaluation and continuous improvement- evaluate the learning outcomes, did the students meet the objectives? Review the scenario - what worked well and what needs refining?

Does it work?

From a teaching perspective, it engages students as they take an active role in their learning which often leads to higher motivation and meaningful classroom interactions. If shifts the role from an instructor to a facilitator and reduces the need to ‘know everything’. It encourages interdisciplinary thinking as PBL often blends multiple areas of knowledge, allowing lecturers to explore and integrate broader concepts into their teaching. Additionally, PBL provides space to experiment with new teaching methods, technologies and assessment strategies. On a more personal level, it can improve teaching satisfaction and can build stronger student relationships as you work closely with small groups which opens up conversation and trust.  

From a student’s perspective they appreciate PBL because it can feel more engaging and relevant than traditional instruction. Working on real-world problems gives their learning purpose, while the collaborative, hands-on approach helps build confidence and future skills, e.g. project management, decision making under uncertainty. PBL allows them to take ownership of their education, making the experience more motivating, memorable and directly applicable to future careers.

What do I need?

Top tips:

• Highlight how completing this project will not only deepen their understanding of the subject matter but also enhance their ability to apply that knowledge in real-world contexts and articulate it effectively during interviews. 

• Provide training on working in a team and balancing skills set, e.g. Belbin team role theory and what good team and bad team work looks like      

• Leave time to encourage the students to set up ways to communicate, e.g. WhatsApp group, Teams group, Google Docs and other collaboration platforms and to make dates to check in and get together. At least one in-person meeting creates good group dynamics.
• Have a plan for group dynamics, challenges like uneven participation or conflict can arise in group work activities. Set expectations early and monitor progress and decide when to step in to guide the group versus when to the group work through issues independently. 

References and further reading

Lipari M, Wilhelm SM, Giuliano CA, Martirosov AL, Salinitri FD. A scaffolded problem-based learning course for first-year pharmacy students. Curr Pharm Teach Learn. 2022 Mar;14(3):352-358. doi: 10.1016/j.cptl.2022.01.016. Epub 2022 Jan 22. PMID: 35307096. 

Yew, E.H.J. and Goh, K., 2016. Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), pp.75–79. https://doi.org/10.1016/j.hpe.2016.01.004 

Zakaria, M. , Maat, S. and Khalid, F. (2019) A Systematic Review of Problem Based Learning in Education. Creative Education, 10, 2671-2688. doi: 10.4236/ce.2019.1012194. 

The Interdisciplinary Journal of Problem-based Learning (IJPBL) (https://scholarworks.iu.edu/journals/index.php/ijpbl) regularly publishes peer reviewed articles about PBL.