PBL is an educational format that is centred around the discussion and learning that emanates from a clinically based problem. It is a method that encourages independent learning and gives students practice in tackling puzzling situations and defining their own gaps in understanding in the context of relevant clinical problems, hopefully making it more likely that they will be able to recall the material later in the clinical setting. It is a way of learning which encourages a deeper understanding of the material rather than superficial coverage. Based on the innovative PBL program introduced by McMaster University, this learning style has been incorporated as a curriculum component in a number of medical schools around the world. Many schools in the United States and Canada, and all of the Ontario schools, have introduced problem-based learning into their curricula, and there is ample evidence that students learn at least as well using a problem-based learning format as they do in a conventional curriculum.

If asked, most educators would agree that one essential goal of education is the development of students who are effective problem solvers for the Information Literacy Age. Most reports, such as the national SCANS (Survey of Necessary and Comprehensive Skills) and Goals 2000 documents, recommend such instruction. Most school goal statements allude to the need for critical thinking and problem solving skills. Recent California Frameworks in Mathematics and Science reflect consensus on this educational goal. But often such instruction in problem solving takes the approach of teaching models to students to apply to neat case studies rather than the messy problems of a real world.

Research indicates that critical thinking and problem solving skills are not typically addressed in the classroom. A number of studies indicate that in the typical classroom, 85% of teacher questions are at the recall or simple comprehension level. Questions that elicit synthesis and evaluative skills of thinking are rarely asked. The media portrays teachers as asking such simple, mindless questions in movies such as "Ferris Bueller's Day Off" and "Dead Poet's Society".

In Problem Based Learning (PBL) environments, students act as professionals and confront problems as they occur - with fuzzy edges, insufficient information, and a need to determine the best solution possible by a given date. This is the manner in which engineers, doctors, and, yes, even teachers, approach problem solving, unlike many classrooms where teachers are the "sage on the stage" and guide students to neat solutions to contrived problems.

What is Problem Based Learning? Problem Based Learning is a curriculum development and delivery system that recognizes the need to develop problem solving skills as well as the necessity of helping students to acquire necessary knowledge and skills. Indeed, the first application of PBL was in medical schools which rigorously test the knowledge base of graduates. PBL utilizes real world problems, not hypothetical case studies with neat, convergent outcomes. It is in the process of struggling with actual problems that students learn both content and critical thinking skills. Problem based learning thus has several distinct characteristics which may be identified and utilized in designing such curriculum.

These are:
1. Reliance on problems to drive the curriculum - the problems do not test skills; they assist in development of the skills themselves.

2. The problems are truly ill-structured - there is not meant to be one solution, and as new information is gathered in a reiterative process, perception of the problem, and thus the solution, changes.

3. Students solve the problems - teachers are coaches and facilitators.

4. Students are only given guidelines for how to approach problems - there is no one formula for student approaches to the problem.

5. Authentic, performance based assessment - is a seamless part and end of the instruction.

(Adapted from Stepien, W.J. and Gallagher, S.A. 1993. "Problem-based Learning: As Authentic as it Gets." Educational Leadership. 50(7) 25-8 and Barrows, H. (1985) Designing a Problem Based Curriculum for the Pre-Clinical Years.