Problem-based learning (PBL) is a student-centred pedagogic approach in which learners work collaboratively to solve problems and reflect on their experiences. It was pioneered and used extensively at McMaster University in Canada. It has also been widely applied in the UK within medical education.

PBL draws on social-cultural and constructivist theories of learning. Instead of presenting learners with information and asking them to understand and memorize it, PBL means the learners find out for themselves. Learners often find this approach more interesting and interactive and there is evidence that it leads to deeper learning, allowing learners to construct their own understanding.

Key characteristics of PBL include:

Advocates of PBL argue that it is a more realistic and authentic approach to learning in real life, by virtue of being open-ended, collaborative and outcome-focused. Learners are encouraged to research, discuss and explore issues during the PBL process, using a variety of learning strategies and approaches.

If you are thinking about delivering a presentation or giving a handout – i.e. transmitting information to learners – think about how you can revise it so that the learners find this information out for themselves. What questions could you ask so that the learners can find out for themselves? Can these questions be incorporated into a scenario? For example, ask the learners to explore a database and then write a short user guide to it. This will almost certainly lead to a greater understanding of the resource than simply asking them to use it.

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