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Critical perceptions on problem-based learning

Published online by Cambridge University Press:  25 July 2001

H. COENRAAD HEMKER
H. COENRAAD HEMKER
Affiliation:
Tongersestraat 41, 6211 LM Maastricht, The Netherlands. E-mail: HC.Hemker@Thrombin.com
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Abstract

Problem-based learning (PBL), besides a number of advantages, also has drawbacks. It makes it very difficult for students to identify with a good teacher, and aims, rather, at identification with a peer group. Therefore, it seems more suited for adolescents than for young adults capable of secondary identification. Furthermore, this form of staff–student contact, i.e. the teaching group, does not motivate staff to share knowledge with the students. The knowledge acquired through PBL tends to remain unorganized. It is therefore more suited for disciplines in which a compilation of factual knowledge is important (e.g. medicine) than where a systematic approach is needed (e.g. statistics).

Type
Original Article
Information
European Review , Volume 9 , Issue 3 , July 2001 , pp. 269 - 274
Copyright
© Academia Europaea 2001

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Footnotes

This article is an adapted version of ‘Critical perceptions on problem-based learning’ that appeared in Advances in Health Sciences Education, 3, 71–76, 1998, and is reproduced with permission of the publishers.