Problem-Based Learning Design Guide

Implementation Approaches

Curricular Level PBL

Origin: Medical education at McMaster University

Structure: Series of interdisciplinary blocks/units

Scope: Entire curriculum redesign

Focus: Sequential units with early patient exposure

Best for: Medical and professional schools

Course Level PBL

Adaptation: Individual course implementation

Structure: Semester-long problem-solving focus

Scope: Single course redesign

Focus: Maximum exposure to problem-solving process

Best for: Any discipline adaptation

5-Phase Design Process

Analysis

Examine context, identify learners, and define course goals

Design

Set outcomes, plan methods, and create assessment strategy

Development

Produce materials, resources, and assessment instruments

Implementation

Execute the plan and address barriers

Evaluation

Assess impact and identify improvements

Analysis Phase

Course fit within program
Target learner identification
Class size and duration
Technology availability
Course purpose and goals

Design Phase

Learning outcomes definition
Strategy and activity planning
Assessment plan creation
Evidence measurement methods

Development Phase

Material production
Resource identification
Media and tool selection
Assessment instrument creation

Students are not expected to acquire predetermined series of 'right answers'. Instead they are expected to engage with the complex situation presented to them and decide what information they need to learn and what skills they need to gain in order to manage the situation effectively.

— Savin-Baden (2000)

PBL Instructional Focus

Shift from instructor-centered teaching to student-centered learning facilitation

1. Problem Identification

Identify and develop problems that are relevant and realistic in the field of study. Problems should drive the learning process, not predetermined content.

2. Pedagogical Structure

Organize syllabus around topical problem units. Students learn through solving problems, with mini-lectures as needed for support.

3. Resource Support

Identify knowledge resources and tools needed to solve problems. Resources may include web materials, videos, or contextual lectures.

Key Differences from Traditional Instruction

Instructor Role

Facilitator of learning
Guide in problem-solving
Provider of support when needed

Student Engagement

Active problem solvers
Self-directed learners
Collaborative team members

Learning Environment

Problem-centered structure
Inquiry-based experiences
Real-world application focus

Project-Based Learning