THE STRENGTH OF PROBLEM-BASED LEARNING PIVOTS ON TEAMWORK

Abstract

Problem-based learning (PBL) was first conceived in medical training at McMaster University in Canada. This followed educators’ disappointment with traditional teaching which involved students memorising, forgetting what they had memorised, and eventually failing to apply what they had learned at the workplace. The method has since gained support and is being used in many schools in higher education institutions. In PBL, problems serve as stimuli for learning, small groups of students engage in collaborative self-directed learning, and the teacher plays the role of learning facilitator. In addition, students reflect on their learning experiences. In this paper, I share my experience of PBL. Initially, I found PBL challenging but as time went on, I started to enjoy it as I realized it was making an important contribution to my personal and professional development. I recommend that team work be encouraged not only in learning but also at the work place.