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Problem-based projects in medical education: extending PBL practices and broadening learning perspectives

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Abstract

Medical education strives to foster effective education of medical students despite an ever-changing landscape in medicine. This article explores the utility of projects in problem-based learning—project-PBL—as a way to supplement traditional case-PBL. First, project-PBL may enhance student engagement and motivation by allowing them to direct their own learning. Second, project-PBL may help students develop metacognitive competencies by forcing them to collaborate and regulate learning in settings without a facilitator. Finally, project-PBL may foster skills and competencies related to medical research. As illustrated through a brief example from Aalborg University, Denmark, students learn differently from project-PBL and case-PBL, and so one implementation cannot simply replace the other. I conclude by suggesting future directions for research on project-PBL to explore its benefits in medical education.

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  1. Centre for Health Science Education and Problem-Based Learning, Aalborg University, Fredrik Bajers Vej 7D, 9220, Aalborg Ø, Denmark

    Diana Stentoft

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  1. Diana Stentoft
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Stentoft, D. Problem-based projects in medical education: extending PBL practices and broadening learning perspectives. Adv in Health Sci Educ 24, 959–969 (2019). https://doi.org/10.1007/s10459-019-09917-1

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