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The main objective of Problem-Based Learning (PBL) is to develop problem-solving skills, collaborative learning skills,
self-directed learning skills, communication skills, deeper learning skills, lifelong learning skills, and better retention
in the students to equip them better in their professional careers. Unlike the traditional curriculum which is mainly
based on didactic lectures, PBL is based on a group of students working on a problem and solving it. PBL is a
promising teaching and learning tool that can be adopted in all ields, especially in Medical and Dental curricula.

KEYWORDS: Lifelong learning, PBL, problem-based learning, self-directed learning

Instructions through didactic lectures have been the most important method and norm in schools and colleges since
its inception. As education became more and more student-centered, a collaboration between the students, deeper
learning, and life skills were considered, and Problem-based learning came actively into the picture.[1] PBL students
were better in (a) collaborative skills (as a team), (b) thinking critically, (c) problem-solving, (d) life-long learning, (e)
deeper learning, (f) skills on re lection, (g) better retention, and (h) 21st-century skills: for example, innovation, digital
literacy, career, and life skills.[2,3]
The term “Problem-Based Learning” (PBL) originated at the University of McMaster in Canada.[4] Dr. Donald Woods, a
Department of Chemical Engineering professor, developed a PBL model in the 1960s to manage his classes by working
with a Neurology Professor, Dr. Howard Barrows. They formulated a new model which was accepted by the New
School of Medicine and became the signature pedagogy of McMasters University.[5]

Howard Barrows identi ied six important steps in the PBL model in 1996. This is followed widely even today.[6]

1. Learning by PBL is always centered around students. 2. Small groups are used by teachers for student learning, 3.
Teachers are called facilitators or guides, 4. Problems on topics become the original focus and it stimulates learning, 5.
Students learn skills in solving problems through clinical problems, and 6. Learning is self-directed and students learn
new information.

There are “four key learning principles for PBL, they are constructive, collaborative, contextual, and self-directed
learning”.[7]

Students actively construct and reconstruct knowledge through an active process of the constructive principle.
Students are learners who actively get involved in the process of PBL, and they elaborate facts and ideas from the
problem. They will identify existing knowledge and connect with new information which gives them great learning
experiences. Social interactions of two or more individuals resulting in a positive effect describe the collaborative
principle of learning. Students become active learners in PBL sessions, and plan, evaluate, and monitor the self-
directed learning process.[7]

The learners identify the gaps in knowledge, discuss and plan how to tackle them, and track their progress, and
progress as members of the group in a PBL session. They will come to know the prior knowledge and gaps in their
knowledge which help them to take responsibility for learning and to become a life-long learner.[8]

A student’s academic performance is related to learning, knowledge acquisition, and retention. Most of the studies
done worldwide reported that the PBL process is superior in learning and acquiring knowledge. However, few other
studies reported that there is no difference between PBL and traditional curriculums. Very few studies reported that
PBL was less effective. Two studies reported that lectures and simulations were better compared to problem-based
learning.[8]

The PBL curriculum focuses on improving the con idence of students in communication and social skills. Students
learned to work as a team and PBL helped them to improve their interpersonal relations.[8]

When PBL was compared with lecture-based studies using questionnaire studies in students, the majority of the
studies showed that students accepted PBL well. Many factors like small group learning, realistic study cases
(problems), and good dynamics in the group led to the success of PBL.[8]

Research on PBL showed that tutors gave neutral or unfavorable feedback with the PBL sessions. Some colleges
reported that anxiety and unhappiness prevailed during PBL sessions. When administrative and infrastructure
support was better, tutors gave positive feedback on PBL. In some other colleges, there were anxious, unhappy, and
strained relations among the tutors after PBL sessions.[8]

Assessment in PBL is done mainly as a formative process that will be continuous and it will be mostly along with self-
assessments. Results of PBL will be usually pass-fail or satisfactory-unsatisfactory and rarely as a grade.[8]

The majority of Universities use continuous Formative assessment importance given to self-assessment and learning
by students while some universities use summative assessment. The PBL reports use the words Pass/Fail and
satisfactory/Unsatisfactory commonly, and grades as numbers or letters are used rarely.[9]

Studies were comparing the effectiveness of PBL over traditional curriculum in students and it reported that there
was better long-term knowledge retention but short-term knowledge gain was not there.[10,11]

Strobel and van Barneveld analyzed the effectiveness of PBL and found that PBL is comparatively better than
traditional approaches in Programs requiring a mix of knowledge and skills. Knowledge retention was found to be
longer and Skills were learnt better in PBL. PBL is found to be a superior and effective method to “train competent and
skilled practitioners and to promote long-term retention of knowledge and skills acquired during the learning
experience.”[12]

PBL is considered a very effective method that can be used in the Medical and Dental curriculum for teaching and
learning that is superior to other methods and it helps to create competent and skilled practitioners.[12]

When a study was done on the PBL system in a Dental college in India using a 5-point Likert scale, from completely
dissatis ied being scored - 1 to completely satis ied being scored - 5, 82.3% of students were in favor of PBL showing
Satis ied/Highly satis ied.[13]

Problem-based learning is a method started in the 1960s and is used in teaching and learning in some parts of the
world and recently in many other parts of the world. Students take up more responsibility for learning giving
importance to collaborative learning, peer learning, soft skills, and self-directed learning. PBL has been put into
practice in the curriculum of many Medical schools in Asia. Though it has some disadvantages as far as teachers and
administration are concerned, PBL inds acceptance among students all over the world and Universities are trying to
modi ications of the sessions of PBL also. In conclusion, PBL is a promising teaching and learning tool that can be
adopted in all ields, especially in Medical and Dental curricula.

Nil.

There are no con licts of interest.

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