This chapter discusses the problem-based learning process. Today, many medical schools all over the world have implemented PBL. The process goes as follows: Students in PBL groups discuss problems that generally consist of a description of certain phenomena that require explanation. The small groups of students are facilitated by a tutor, who does not convey expert knowledge but stimulates and monitors the group process and discussions. At the end of a session, several issues relevant to the problem remain to be clarified, because students do not have all the necessary knowledge. These issues are later studied by students during individual self-study. A few days later, the group reconvenes and students report the results of their self-study, sharing and discussing the insights they have gained. Basically, the problems, the tutors, and the small groups are the active ingredients of a PBL curriculum.

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doi.org/10.1093/acprof:oso/9780199583447.003.0003, hdl.handle.net/1765/88722
Department of Psychology

Dolmans, D.H.J.M, & Schmidt, H.G. (2010). The problem-based learning process. doi:10.1093/acprof:oso/9780199583447.003.0003