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Related Experiment Video

Updated: May 10, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

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

¹Pacific University School of Pharmacy, Hillsboro, OR, USA.

Advances in Medical Education and Practice

|June 8, 2013

Summary

Problem-based learning (PBL) effectively supports medical education by enhancing knowledge structuring, clinical reasoning, self-directed learning, and motivation. PBL also aligns with learner-centered paradigms and promotes teamwork.

Keywords:

learner-centered paradigm problem-based learning teamwork

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

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Last Updated: May 10, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Medical Education
Curriculum Development
Pedagogy

Background:

Problem-based learning (PBL) has significantly impacted medical school curricula globally since the 1970s.
Numerous publications offer data on PBL's effectiveness and challenges.
This study investigates evidence supporting PBL's core objectives and its relation to learner-centered approaches.

Purpose of the Study:

To explore supportive data for the four core objectives of Problem-based learning (PBL).
To identify the interface between PBL objectives and a learner-centered paradigm in medical education.
To analyze the alignment of PBL with modern educational philosophies.

Main Methods:

A systematic literature search was conducted across MEDLINE, ERIC, Educator's Reference Complete, and PsycINFO (1969-2011).
Searches focused on "problem-based learning," "medical education," "traditional curriculum," and the four core PBL objectives.
Inclusion criteria ensured relevance to PBL's impact on medical training.

Main Results:

The review found substantial evidence supporting PBL's effectiveness in achieving its four core objectives.
An interface was identified between PBL objectives and the principles of a learner-centered paradigm.
Promotion of teamwork emerged as a key interface between PBL and learner-centered education.

Conclusions:

Medical schools are increasingly adopting learner-centered paradigms to foster knowledge construction over passive reception.
Implementing PBL curricula serves as a strong foundation for developing learner-centered environments.
PBL facilitates a successful transition from traditional teacher-centered to modern learner-centered educational models.