Problembased

Problembased is a pedagogical approach in which learning is driven by the exploration of complex, real-world problems. In problems-based education, learners work in teams to define the problem, identify what is unknown, gather and evaluate information, generate potential solutions, and justify conclusions. Instructors act as facilitators who guide inquiry rather than deliver lectures.

The concept is closely related to problem-based learning (PBL), which originated in medical education at McMaster University in the 1960s and spread to other disciplines in the late 20th century. Problembased can be used as an umbrella term for approaches that emphasize problem-driven inquiry across fields, including STEM, business, and social sciences.

Key features include real-world problem contexts, student-centered and collaborative learning, development of information literacy and self-directed learning, iterative reasoning, and performance-based assessment. Learning is often organized around cases, scenarios, or simulations, with assessment based on process and product, such as portfolios, reflective journals, rubrics, and peer assessment.

Implementation requires well-defined learning outcomes, carefully designed problems, trained facilitators, and alignment with assessment. It can be delivered face-to-face, online, or in blended formats. While common in health professions, engineering, and management education, it is adaptable to many disciplines.

Criticisms include high resource demands, variability in outcomes due to facilitator skill, potential gaps in foundational knowledge if not balanced with content, and challenges in standardizing assessment. Proponents emphasize the development of critical thinking, collaboration, and applied knowledge.

Related approaches include project-based learning, inquiry-based learning, and case-based learning, which share a focus on active engagement and real tasks but differ in emphasis on products, questions, and autonomy.