Processing components that concern students’ cognitive processes and problem-solving skills including Researching, Reasoning and Reflecting.

PBL improves attitudes towards other professional groups

Ref: Thompson C. Do interprofessional education and problem-based learning work together? Clin Teach. 2010 Sep;7(3):197-201.

combination of performance products, examination, and reflective exercises. The evaluation components focus on:

 - Student understanding of the core change theories,

 - Student ability to think analytically and to apply change theories to the

design and implementation of systemic change strategies,

 - Student teamwork,

 - Student perceptions of their own learning,

 - Student feedback that can improve the design and implementation of

the PBL project.
(Ref: Hallinger P & Bridges EM, 

[2]:  KimS, Phillips WR, Pinsky L, Brock D, Phillips K, Keary J. A conceptual framework for developing teaching cases: a review and synthesis of the literature across disciplines. Medical Education 2006; 40: 867–876.

[3]: Allen Deborah. Writing effective PBL problems. University of Delaware. http://www1.udel.edu/pbl/southwesterncc/PBL-problem-writing.pdf

[4]:  Sockalingam N, Schmidt HG. Characteristics of Problems for Problem based learning: The students’ prespective. Interdisciplinary Journal of Problem Based learning 2011; 5(1): Available at http://docs.lib.purdue.edu/ijpbl/vol5/iss1/3/

[5] Hung W (2006) The 3C3R Model: A Conceptual Framework for Designing Problems in PBL, Interdisciplinary Journal of Problem-Based Learning vol. 1, issue 1

[6] Roche M, Andiga KI and Nayak AG (2016) PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom, Journal of Clinical and Diagnostic Research. Vol-10(12): JC06-JC08

[7] Ruslai NH, Salam A. PBL triggers in relation to students’ generated learning issues and predetermined faculty objectives: Study in a Malaysian public university. Pak J Med Sci. 2016;32(2):324-328. do: http://dx.doi.org/10.12669/pjms.322.9248

[8] Stevens R and Palacio-Cayetano J“Design and Performance Frameworks for Constructing Problem-Solving Simulations” in Cell Biology Education, 2003; 2, 162–179.

[9] Evensen DH, Cindy E. Hmelo-Silver. Problem-based Learning: A Research Perspective on Learning Interactions. NY: Routledge , 2013.

[10] Ribeiro, Luis Roberto C. "The Pros and Cons of Problem-Based Learning." Journal of University Teaching & Learning Practice, 2011.

[11] Sternberg RJ. "Interdisciplinary Problem-Based Learning: An Alternative to Traditional Majors and Minors." Association of American Colleges & Universities. Liberal Education, 2008; 94(1):12-17. [downloaded]

https://www.aacu.org/publications-research/periodicals/interdisciplinary-problem-based-learning-alternative-traditional

Procedural knowledge, such as written and oral communication skills, teamwork skills, problem-solving skills and self-directed learning skills, and attitudinal knowledge, such as disposition for life-long and self-directed learning, respect for other people’s opinions, ethical behaviour, concern for the community’s welfare and for the environment, are all factors that new PBL students struggle with if they have taken up this approach too early in their learning career.  (Ribeiro 2011).^[10]

Thus, no matter how much material one puts in a single silo, the absence of a connection to other silos is what will prevent the problem-solver from being able fully to grasp the essence of a problem and how to solve it in a multidisciplinary way.  PBL addresses this by creating the ecosystem of shared knowledge and skills across disciplines.

When problems are designed to bridge disciplines, it would prepare students to think in an interdisciplinary way so that, when they are confronted with the problems of tomorrow, they start with the problem rather than with their toolbox, and then work with others to choose the set of toolboxes that will best address the problem at hand. (Sternberg 2008) ^[11]