Problem-based learning: Where are we now? Guide supplement 36.1 – Viewpoint

Samy A. Azer King Saud University, Saudi Arabia; SAMY A. AZER, MB, BCh, MSc, MEd (NSW), PhD (Syd), FACG is a Professor of Medical Education and the Head of Curriculum Development and Research Unit, College of Medicine, King Saud University. He was a Professor of Medical Education and Chair of Medical Education Research and Development Unit, Faculty of Medicine, Universiti Teknologi MARA, Malaysia. He was a Visiting Professor of Medical Education at the Faculty of Medicine, the University of Toyama, Japan. Formerly, he was a Senior Lecturer in Medical Education at the Faculty of Medicine, Dentistry and Health Sciences, the University of Melbourne and the University of Sydney. He is the author of Navigating Problem-Based Learning, published by Elsevier Australia, 2008.Correspondence[email protected]

Abstract

The AMEE Guide No 36 by Taylor and Miflin (2008) provides an excellent resource about the current status of problem-based learning (PBL). The authors discussed the roots of PBL and generated hypotheses about possible causes for the confusion about PBL. They also discussed a number of challenges facing PBL. The guide is worth reading by novice PBL tutors and experienced medical and health educators. In this article, I would like to reflect on some of the challenges facing PBL and provide an insight into practical issues related to these challenges.

Notes

1. This AMEE Guide was published as Taylor, D, Miflin B. 2008. Problem-based learning: Where are we now? AMEE Guide no. 36. Med Teach 30: 742–763.

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