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An educational approach to problem-based learning
1Department of Internal Medicine, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan. ncchen@kmu.edu.tw
The Kaohsiung Journal of Medical Sciences
|June 17, 2008
Summary
Problem-based learning (PBL) aligns with philosophical roots in Structuralism and Pragmatism. Its core tenets—learning by doing, context, and student focus—make it suitable for bioethics education.
Area of Science:
- Educational Theory
- Philosophy of Education
Background:
- Problem-based learning (PBL) is an established educational framework.
- PBL's philosophical underpinnings are rooted in Structuralism and Pragmatism.
- Key attributes of PBL include learning by doing, learning in context, and student-centeredness.
Purpose of the Study:
- To analyze the educational framework of problem-based learning (PBL).
- To examine the core requirements of PBL within the context of Structuralism and Pragmatism.
- To explore the applicability of PBL in bioethics education.
Main Methods:
- Philosophical analysis of PBL principles.
- Discussion of PBL's core requirements (learning by doing, context, student focus).
- Contextualization of PBL within Structuralism and Pragmatism.
Main Results:
- PBL's core requirements are consistent with Structuralist and Pragmatist philosophies.
- The framework of PBL is well-defined by its emphasis on active, contextual, and student-focused learning.
- PBL's attributes suggest strong potential for effective bioethics instruction.
Conclusions:
- Problem-based learning is philosophically grounded in Structuralism and Pragmatism.
- The student-centered, contextual, and active learning approach of PBL is validated.
- PBL presents a promising pedagogical model for teaching bioethics.
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