Interface between problem-based learning and a learner-centered paradigm

Figures & data

Table 1 MEDLINE was used to search different combinations of key words in order to find supportive and relevant data regarding PBL curriculum in medical schools

*Keywords	1	1 and 2	1, 2, 6	1 and 3	1, 3, 6	1 and 4	1, 4, 6	1 and 5	1, 5, 6
Number of nonreview articles	2774	6	1	112	20	169	35	139	30
Number of review articles	238	0	0	5	3	20	10	8	2

Notes:

* Keywords 1, problem-based learning and medical education; keywords 2, structuring of knowledge; keywords 3, clinical reasoning; keywords 4, self-directed learning; keywords 5, motivation; keywords 6, traditional curriculum.

Table 2 Comparison of criteria and activities implemented in a teacher-centered paradigm and a learner-centered paradigm⁷

Teacher-centered paradigm	Learner-centered paradigm
Knowledge is transmitted from faculty to students in a passive traditional lecture-based format	Students construct knowledge through active learning, self-directed learning, critical thinking, and problem-solving skills
Emphasis is on how faculty teach	Emphasis is on how students learn
Faculty’s role is to be primary information giver and primary evaluator	Faculty’s role is to coach and facilitate; faculty and students evaluate learning together
Culture is competitive and individualistic and supportive	Culture is cooperative, collaborative,

Huba ME and Freed J. Learner-centered assessment on college campuses: shifting the focus from teaching to learning, 1st ed, 2000, p5. Reprinted by permission of Pearson Education, Inc, Upper Saddle River, NJ.

Figure 1 A parallel comparison between the objectives of problem-based learning⁹ (gray) and the criteria established in a learner-centered paradigm⁷ (white).

HubaMEFreedJELearner-Centered Assessments on College Campuses, Shifting the Focus From Teaching to LearningNeedham Heights, MAAllyn and Bacon2004

 Google Scholar

BarrowsHSA taxonomy of problem-based learning methodsMed Educ1986204814863796328

 PubMed Web of Science ®Google Scholar