Abstract

Since its adoption in 1969, problem based learning (PBL) has made a great impact to the world of medical education and currently 20 medical schools in the world use this method of teaching. PBL involves students working in small tutorial groups to discuss case studies/problems, formulate their own learning objectives and undertake independent study to fulfil these objectives followed by a feedback session to discuss their findings with their group and tutor. However, since its adoption there have been numerous studies scrutinising its effect on medical education with a view to determine whether it is superior to the traditional lecture based learning. Proponents and detractors dispute the advantages of the cognitive basis of PBL and graduates competencies; these are discussed below in comparison to traditional lecture based teaching.