This book opens with a quotation from an enthusiast that is often spoken"Problem based learning (PBL) sounded exciting, different, and fun" Initial enthusiasm for the approach quickly gives way to the daunting task of considering PBL as a curricular or course approach when one realizes that it is not just about problem solving and requires fundamental changes in the way one approaches teaching and learning. Increasingly PBL is being explored as an alternative to traditional formats because the emphasis on problems as an effective focal point for teaching links the learners with material and context that they will experience after the education or training. The other benefits sought by switching to a PBL approach are the interaction of the student group in addressing the problem and experience working in groups to understand or solve the problem. The interactive experience is valued in many disciplines as a way to prepare practitioners for their roles in real life.
Recognizing this, the authors of this book put together a compilation of twenty-two case studies that address issues in three key areas:
Schwartz, Mennin and Webb have structured the cases in a way that provides background to set the context and flow of the issue, followed by discussion by the case reporter(s), thus engaging the reader new to PBL in the realities of the problems of implementing the approach.. The case reporters represent a wide variety of disciplines and many are well known authors in the problem based learning literature. For faculty who are considering PBL, the examples included in this book are useful since they do not necessarily always turn out the way the reporters would have preferred. In other words, there are successes and opportunities to improve represented in the cases. Another aspect that will appeal to the reader is that the cases are briefly written, including enough detail that one can get an idea of the context, without being overwhelmingly extensive. The case reporter discussion is also brief, typically focusing on one or two key problems or observations.
The case studies are arranged in 3 sections. Section 1 deals with issues related to the politics, administrative and resource issues. The case studies in this section focus on how to convince faculty to consider the approach, given that it is resource-intensive, it requires a major shift in the way they function as teachers and, in some settings, it seems unnecessary if their current traditional curriculum seems to be working fine. Questions about how to transition courses frame several of the cases, i.e. do you go pure PBL or some hybrid approach? The experiences related in this set of cases mirror the current literature on PBL and validate that the necessary decisions are neither simple nor necessarily popular.
Section 2 moves to the area of issues with teachers. Self directed learning is a challenge for faculty as well as students. Students have been socialized to be told what they need to know by the teacher and when the teacher moves to the role of a facilitator of learning, confusion and frustration are often the outcome. The cases in this section address some of those perceptions and how different organizations responded to them. For the students to assess what is known, what needs to be discovered and how to organize the information so that the group will learn requires a great deal of facilitation on the part of faculty. It is essential for faculty to be supported and developed to be able to perform effectively in this new class setting. Many of the cases in this section illustrate the dynamics of change and how important change management is in the transition.
Finally, section 3 considers specific student issues. A common comment from students is "just tell me what I need to know." PBL takes work on the part of the student. The uncertainty that occurs with starting "cold" on the problem can be frustrating. The other major issues with students are similar to those faced by faculty in other types of group work. Controlling students, individual accountability, group assessment versus individual assessment and dysfunctional groups are just a few of the student issues discussed.
In the conclusion, the authors summarize lessons learned. They include the need for leadership and administrative support; faculty development; ownership by faculty, staff and to some extent students; effective communication channels; consideration of the how to structure the entire PBL approach from teaching to assessment; and the reality that issues will arise that are unexpected and have the potential to derail the project if not managed effectively.
Overall, the book is an easily read compilation of exemplars from faculty and staff in the trenches of implementing PBL. The cases are interesting and provide both ideas and questions that might surface in thinking about PBL as an approach to teaching and learning in a setting. As the authors suggest, the cases could be used to facilitate faculty thinking through similar issues in their setting. This approach makes it a valuable faculty development tool.
The brevity of the cases might be seen as a double edged sword for the reader who needs additional background to think through the problems. Another area that might be problematic is the lack of discussion about the actual problems used in PBL. Although the problems are alluded to in the teacher and student sections of the book, the problems are significant enough to warrant a section addressing issues around problem selection, development, and evaluation.
I found the book a helpful review and especially liked the way the authors structured the cases. I would recommend it for faculty who are interested in a quick overview of the kinds of issues that arise in changing to a PBL curriculum or course approach. It would also be useful for faculty developers who want to structure workshops in a case-based fashion to elicit discussion and dialogue in their particular setting.
Donna W Bailey
UNC Chapel Hill