Problem-based learning puts learners in the driver's seat of their own learning process. The figure below depicts the key difference between traditional and problem-based learning approaches.

It may be challenging for some learners to adapt to the problem-based learning approach if they are accustomed to the traditional learning style. The role of the instructor in problem-based learning is that of a facilitator. Initially, the instructor role is critical to clearly explain the problem-based learning process and manage expectations. This will help decrease frustrations with not being told exactly what to study and will increase motivation to take an active role in shaping learning through problem-solving skills, gradually leading to the problem-based learning model of learning depicted below.

The Problem-Based Learning Model

Problem-based learning sets learners up to engage with real-world problems and tackle issues beyond the classroom, as well as participate in authentic learning experiences that require applied knowledge, critical thinking, and decision-making. This approach is particularly well-suited for public health curricula, as it prepares students for a dynamic, interdisciplinary, professional environment.

Problem-based learning is defined by:

• Learner-directed learning
• Critical thinking and decision-making
• Deeper learning during a critical analysis of what information is needed/not needed
• Increased motivation to learn
• Active learning and working in teams
• Developing life-long learning skills

The model:

1. Develop problem: Design a problem that reflects the learning objectives and the real world. Ensure it is complex enough to sustain inquiry for the desired duration.
2. Activate existing knowledge: Identify what learners do know and activate their existing knowledge and understanding to prep learning.
3. Identify required knowledge: Prompt learners to realize what they don't know and what they need to know. This will inform their research.
4. Research: Experimenting, searching the web watching videos, emailing experts, viewing images, listening to podcasts, or working through a trial and error process.
5. Critically analyze: Review, analyze, and evaluate information. Assess the validity and reliability of information and sources.
6. Reflect and compare: Reflect on multiple perspectives. Compare initial ideas/beliefs to new ideas/beliefs. Reflect on growth in understanding and skills.
7. Share solutions: Learners may share their solutions through presentations, written pieces, graphic organizers, video, or other means.
8. Assess: Use multifaceted assessment strategies to evaluate learners' understanding and skills.

The Difference Between Problem-Based and Team-Based Learning

In problem-based learning, a problem is presented and the learners have to figure out what they need to know to address the problem, where they can get the information, research the information, apply the information to solve the problem, and go through an iterative process of getting more information if needed until a satisfying solution is achieved. 

In team-based learning the instructor directs learners to the content that they need to study; learners are responsible for studying the assigned content; then they apply it to a problem that is prepared by the instructor.

In problem-based learning, having an authentic problem is the defining characteristic of the learning approach. The problems presented in team-based learning are not necessarily authentic, real-world problems.