Problem Based Learning
By Ireta Ekstrom, PhD: CMU Instructional Developer

Problem Based Learning (PBL) is learning that results from working with complex, real-world issues or situations. They can be structured to be accomplished in groups or individually.

PBL has been around for a long time, first described about thirty five years ago as a model for medical education at McMaster University. It has been proven to be effective in advancing knowledge and improving critical thinking skills, responsibility for learning, motivation and decision making as well as enhancing students’ ability to integrate that knowledge into other areas of education and the workplace. Assessment can focus on understanding and using information and skills, not just factual acquisition.

An instructor considering using this format for a class should begin by thinking about concepts that must be learned, then writing one or more problems to utilize those concepts. More than one concept can be included in each problem (which actually mimics real-life issues). Places to find issues for the problems can come from professionals in the field, case studies in journals or even the newspaper. The best problems are complex enough to compel students to look for additional information, synthesize it with what they already know and utilize both to solve the problem. It is also best if there is no one easy “right” answer, but the problem contains points for discussion or multiple possible explanations.

After writing a suitable problem and it is presented to students. The student/groups process is multi step:

1. Students read the problem
2. Brainstorm answers
3. Identify what they already know and what they need to find out
4. Develop a plan for finding the information still needed
5. Discuss what they have found (if in groups)
6. Come to agreement on a solution
7. Write the solution and prepare for evaluation

An instructor using PBL facilitates or guides the process by monitoring progress and asking questions to further students’ processing. Instructors are not the only source of knowledge for students, serving as a facilitator channeling students to appropriate resources and information to complete the task or problem.  At the beginning of a semester, an instructor will need to intervene more often, ask more questions and offer more guidance (also known as scaffolding). As students learn how to approach problems, define them and search out solutions, instructors can step back and intervene less.

Assessment possibilities vary from writing (individual reports, essays, journaling, exams) to peer evaluation, interviews/presentations, exhibitions, experiments and portfolios. Some instructors have found it best to have ongoing assessment throughout the semester rather than only at the end.

Although PBL is an effective pedagogical technique, there are some drawbacks associated with problem based learning. It can take more time to cover material, has the potential for needing more space or equipment and depending on the topic and resources can cost more to present the content. An additional caveat is that this may be a completely new method of instruction for you – expect challenges and a degree of frustration in the beginning. As you gain knowledge of how to guide students through the problems your confidence and skill level will increase.

Please do contact me if you are interested in trying PBL in your classes.

Relevant  Web sites for additional resources:

McMaster University’s site:

One of the early leaders in using Problem Based Learning in their Medical School, McMaster University continues to provide instructors with tools and information for maximizing this teaching method. Included on their site are a tutor’s guide to pbl, a handbook, a checklist for giving feedback with a feedback grid, a checklist for effective questioning, a one minute preceptor guide and an assessment framework and assessment process information. (link)

Maricopa Community College site:

Southern Illinois University site:

Samford University site:

The Samford site began with grants from the Pew Charitable Trusts. The university has incorporated problem based learning into several undergraduate problems. This site is separated into background, process, evaluation and resources as well as links that can add even more information. (link)

University of Delaware site:

This site has an extensive PBL collection that includes information about articles and books, PBL courses and syllabi, conferences, links to other sites and most beneficial, sample PBL problems. (link)

One of the problems is “Dan Tried Problem-Based Learning – A Case Study” which walks an instructor through the first semester of using PBL. Questions are provided for using this as a group exercise and decision-making process. (link)

University of Colorado Health Sciences Center for Instructional Support site:

Relevant Articles:

Bridges, E. M., & Hallinger, P. (1997). New Ways of Training for School Leadership. Peabody Journal of Education, (72)2, 131-146. (link)

Article describes using PBL in a university leadership major. The article also provides history, theoretical underpinnings, effectiveness information, implementation and incorporation issues to note and suggestions for further research.

Major, C., & Palmer, B. (2001). Assessing the Effectiveness of Problem-Based Learning in Higher Education: Lessons from the Literature, Academic Exchange Quarterly, 5(1), 4—9. (link)

Article reviews the literature of PBL, its history, adds a literature review and recommends approaches to assessment.