Reflecting on the Need for Problem Triggers in Multidisciplinary PBL

Abstract

Problems are central to learning in Problem Based Learning (PBL) curricula.  Problem typologies differ across disciplinary areas and high quality problems are fundamental to engaging students and achieving the intended learning outcomes.  PBL continues to be deployed in a range of disciplines; however, outside of the medical domain, there is a chronic lack of documented problems. This paucity has particular implications for those aspiring to adopt PBL, especially those who lack faculty support and may be acting on their own initiative. In this paper, the need for quality problems is motivated. A number of sample problems from a range of disciplines are described. It is envisaged that the provision of such problems will seed the initiation of new PBL initiatives in various disciplines outside of the medical domain.