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Features Section: P r o b l e m - b a s e d Learn ing

Editor: C A Smi th , the M a n c h e s t e r M e t r o p o l i t a n Unive r s i ty , U K

0307-4412(95)00078-X 0307-4412(95)00019-4

The Problem-based Learning Page in this issue of Bio- chemical Education comprises two rather diverse articles. The first, by Professor Campbell, is very much different from anything the Page has included previously, but is no less welcome for that. Professor Campbell makes a number of points pertinent to Biochemistry teaching/ education which most would regard as valid and, indeed many I am sure, would own up to some of the criticisms. It is also apparent that Professor Campbell is critical of PBL and supports his thesis by stating that there have been a number of reports critical of PBL, for example Berkson. 1 However , Berkson is not by any means solely critical and sees a number of merits in PBL. Professor Campbell develops his paper to outline an underlying rationale for a 'basic' Biochemistry syllabus and lists those topics which he feels should be covered in a lecture programme. Professor Campbell 's submission contains a lot of food for thought. Biochemical Education, and the PBL Page in particular, would be delighted to receive letters and views on the topics he has raised.

The second submission is rather more typical of the PBL Page. Professor Inesi has formulated a number of problem questions relating to active transport across biological membranes in areas in which he has a well known interest. 2 Since membranes are one of the funda- mental features of organisms and active transport an essential characteristic of life, these questions are of immediate biological and not just biochemical interest.

As always, the Problem-based Learning Page welcomes ideas and suggestions on the teaching and assessment of biochemistry and related disciplines.

Reference 1Berkson, L (1993) 'Problem-based Learning: have the expectations been met?' Academic Medicine 10, $79-$88

2Inesi, G (1994) 'Teaching active transport at the turn of the twenty-first century: recent discoveries and conceptual changes.' Biophys J 66, 554-560

Problem-based Learning and Problem-solving Skills

CHRISTOPHER A SMITH,* SUSAN C POWELL* and EDWARD J WOODt

* Department o f Biological Sciences the Manchester Metropolitan University Manchester M1 5GD, UK and * Department of Biochemistry & Molecular Biology University o f Leeds Leeds LS2 9JT, UK

Introduction Problem-Based Learning (PBL) has been defined as • . . learning which results from the process of working towards the understanding of, or resolution of, a problem, 1 - - but, in reality, PBL refers to a variety of educational methods that address differing objectives• The overall process may be outlined along the lines shown in Fig 1.

PBL begins by presenting a problem to a small group of students. The problem should be 'realistic', directly relevant to the students' discipline and similar to the types of issues they may encounter in their professional futures. The group clarifies terms and concepts, defines, or redefines, the problem and analyses it systematically. Potential explanations are listed and learning objectives formulated. The knowledge, for example, definitions, facts, concepts, required to solve the problem are then agreed• Some of this knowledge may already be known to the group• Group members assign themselves specific tasks to acquire that knowledge on the basis of what needs to be known to solve the problem. The students sub- sequently reconvene and at this point, communication skills are required to share the information. New knowl- edge is collated and integrated with existing information and possible solutions to the problem are considered. This process is iterated until a satisfactory resolution to the problem originally addressed is reached. 2-5 A member of staff is present to assist as a facilitator rather than as a primary source of information. The facilitator may or may not add new information relevant to the original problem and is not necessarily a subject expert.

It is much more important that students acquire the skills essential to self-directed learning to continue their

BIOCHEMICAL EDUCATION 23(3) 1995