Twelve tips for constructing problem-based learning cases

Abstract

Background: One of the key elements for introducing a problem-based learning (PBL) programme is constructing good PBL cases. Good cases should reflect the educational principles of PBL including (a) integration of basic and clinical sciences together with professionalism and psychosocial components, (b) encouragement of discussion of cognitive domains such as identification of problems, generation of hypotheses, construction of an enquiry plan, weighing evidence for and against each hypothesis, interpretation of findings, construction of mechanisms, using evidence to refine the hypothesis and construction of a management plan, (c) encouragement of discussion of cases in small groups with an emphasis on student-centred learning, (d) promotion of collaborative learning and contribution of students to the case discussion and (e) encouragement of teamwork and self-directed learning strategies.

Aims and methods: Despite the importance of construction of good PBL cases to the success of a PBL programme, the art of construction of these cases is understudied or described in the literature. Based on our experience in PBL and evidence from literature, we described 12 tips for constructing good PBL cases.

Results and conclusions: Constructing good PBL cases is an art that necessitates teamwork and input from several different disciplines. Cases should be constructed using a template reflecting the educational objectives of the programme. This approach will ensure optimum learning outcomes and consistency in the design and delivery of cases.

Acknowledgements

The authors thank over 3000 PBL facilitators whom they trained over the past few years and the PBL students enrolled in the medical and other allied health science courses at the University of Sydney, the University of Melbourne, Australia, the University of Toyama, Japan, Koashung Medical University, Taiwan, Universiti Teknologi MARA, Universiti Putra Malaysia, Universiti Kebangsaan Malaysia, Universiti Malaysia Sabah, Cyberjaya University College of Medical Sciences, Malaysia, King Saud University, Saudi Arabia, the University of Adelaide and the University of Queensland, Australia, the Lund University, Sweden and the University of Hawaii John A. Burns School of Medicine, the USA. The main ideas discussed in this article were discussed in workshops conducted at the AMEE Annual Conference in 2009 and 2010, Ottawa Conference, held in Barcelona in 2004 and ANZAME Preconference Workshop, held in Adelaide in 2004.

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.