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Problem-Based Learning

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An Introduction to Medical Teaching

Abstract

Problem-based learning (PBL) was created at McMaster University almost 40 years ago. It has changed medical education in ways that would not have been foreseen. It has supplanted the traditional lecture-based learning model in many medical schools and has expanded around the world and beyond medical education into a host of other disciplines. It has also galvanized the push to get students out of the lecture hall and into more interactive learning settings. This chapter is designed with two purposes in mind: to help a medical teacher decide whether to use PBL in either their course or broader medical curriculum and, having decided to use PBL, help them prepare for their role as a teacher in a PBL course. Teaching in a PBL course is a much different experience than in almost any other teaching format.

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Author information

Authors and Affiliations

  1. Departments of Population Health Sciences and Educational Psychology, School of Medicine and Public Health and College of Education, University of Wisconsin-Madison, 610 Walnut Street, 1007C, Madison, Wisconsin, 53726-2397, USA

    Mark A. Albanese Ph.D. (Professor Emeritus)

  2. School of Medicine and Public Health, University of Wisconsin, Madison, WI, USA

    Laura C. Dast

Authors
  1. Mark A. Albanese Ph.D.
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  2. Laura C. Dast
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Corresponding author

Correspondence to Mark A. Albanese Ph.D. .

Editor information

Editors and Affiliations

  1. Office of Medical Education, Creighton University School of Medicine, Omaha, Nebraska, USA

    Kathryn N. Huggett

  2. Office of Medical Education, University of Vermont College of Medicine, Burlington, Vermont, USA

    William B. Jeffries

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© 2014 Springer Science+Business Media Dordrecht

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Albanese, M.A., Dast, L.C. (2014). Problem-Based Learning. In: Huggett, K., Jeffries, W. (eds) An Introduction to Medical Teaching. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9066-6_5

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