Problem-based learning: Where are we now? Guide supplement 36.2 – Viewpoint

Figures & data

Box 1. Factors influencing PBL “types.”

• Student selection, either graduate entry or school leavers, must take into consideration criteria other than academic achievement

• Younger students may need more structure initially

• Class size, especially the small group size with five to six students for individualized attention

• Development and sequencing of the PBL cases, and designing their complexity to match the level of the students in that stage of the curriculum

• PBL Curriculum focusing only on the first 2-years rather than the whole curriculum

• Development of resources around the cases and for the curriculum, including lectures, study guides, and clinical and virtual resources

• Faculty and student understanding of the concepts

• Faculty selection of generalist medical doctor as PBL tutors (expert vs. non-expert),

• Faculty training and continued support

• Resource identification and development, including finances