The continuum of problem-based learning

Abstract

Problem-based learning (PBL) has been recognized as an important educational strategy and has been adopted in many medical schools. There is confusion, however, about what constitutes PBL. In the SPICES model for educational strategies PBL is presented as a continuum. This paper describes 11 steps in the continuum between problem-based learning and information-orientated learning. Task-based learning is viewed as the final step at the problem-based end of the spectrum. The continuum presented recognizes the two key variables-the problem and the information or principles derived from a study of the problem. It builds on the rul-eg/eg-rul approaches introduced in programme learning in the 1960s. The continuum offers a useful taxonomy to describe PBL. It emphasizes the range of options and in so doing helps to avoid a polarization of viewpoints between enthusiasts and traditionalists. The continuum can be used as a tool for curriculum evaluation and development.