Problem-Oriented Approaches in the Context of Health Care Education: Perspectives and Lessons

Abstract

The current study aims to explore and articulate some of the key issues in problem-oriented learning (POL), in the context of health care education. Semi-structured interviews were conducted with faculties representing four diff erent health care disciplines around common issues identifi ed in a prior survey study. Thematic analysis of the interview data revealed that POL practice among health care educators includes both problem-based learning (PBL) in the strict sense, and a much broader integration of PBL components into discipline-specifi c curricula. In both cases, expertise was recognized as an important requirement for an eff ective tutor, although the range of necessary expertise was context-dependent. Tutor guidance and feedback, as well as suffi cient autonomy for students, are crucial to maximize learning in POL. In conclusion, POL was shown to have broadened the instructional technique defi ned by PBL. Although addressing the same underlying principles, POL may represent a more fl exible and inclusive approach to achieve the benefi ts claimed by PBL.