Problem-Based Learning | hazim-shafii

Problem-Based Learning (PBL)

PBL is certainly a new way of study that requires a group of students to discuss on a certain medical case and find out more on the problems or issues related to the case. Basically, the Taylor's medical faculty would issue a medical case complete with information of the patient, the medical and family history, examination and lab findings for the students to identify the possible learning objectives they can do research on. For example, in the Cardiovascular system (CVS) block, we were given a case of a woman that had Rheumatic fever when she was a child and she was complaining of breathlessness, swelling at her legs and there are findings of enlarged left atrium and pulmonary edema just to name a few. From the information we received we were expected to list down the learning objectives that we find to be important in getting a better understanding of what exactly the woman suffers from. From the learning objectives, as a team we are required to do a complete research on each objective and discuss our findings in the next session.

PBL is not a case study that requires you to find the solutions of the problems presented in the case nor does it requires you to identify specifically what the problems per se. The sole purpose of PBL is to trigger students to define their own learning objectives in which

students are expected to do self-study before returning to the group to discuss. I find it to be a very interactive process that focuses heavily on the interaction between a group of people and at some levels, I believe it helps in creating bond and trust between the group members. The presentation aspect of PBL also is very much different from Seminar presentation as in PBL we are expected to interact more even during presentation time in which other group members are able to interrupt the presentor to ask questions or to add any extra information.