Problembasert

Problembasert, or problem-based learning (PBL), is a student-centered instructional approach in which learners gain knowledge and skills by working collaboratively to address open-ended, real-world problems. In a problembasert setting, rather than following a predetermined sequence of lectures, students identify what they need to learn to solve the problem, conduct self-directed study, and apply new insights to develop a solution. A facilitator guides the process rather than delivering direct instruction, helping students define learning objectives, manage group dynamics, and reflect on the learning process.

Problembasert originated in medical education in the 1960s at McMaster University and has since been adopted across disciplines, including engineering, business, and the social sciences. It emphasizes integration of knowledge across domains, development of critical thinking, problem solving, collaboration, and self-directed learning.

Typically, a problem scenario is presented. In small groups, students discuss what they already know, identify gaps, and outline learning objectives. Individual and collective study follows, drawing on resources. A second phase involves synthesizing information, applying it to the problem, and presenting a solution. Assessment often includes performance in group work, written reports, presentations, and reflective journals.

Advocates highlight increased engagement, transfer of knowledge to new contexts, and development of professional skills. Critics note uneven quality of implementation, potential gaps in foundational knowledge, time demands, and the need for trained facilitators and adequate resources. Problembasert is used to foster inquiry, collaboration, and adaptable problem solving across educational settings.