People’s Republic of China

Problem Based Learning (PBL) is one of the most exciting and powerful teaching/learning methods that have appeared in the last 40 years. In general, PBL is a method of instruction that uses problems as a context for students to acquire problem solving skills and basic knowledge. Unlike traditional instruction, which is often conducted in lecture format, teaching in PBL normally occurs within small discussion groups of students facilitated by a faculty tutor (Aspy et al. 1993). Rather than focusing on facts, PBL encourages active learning and self-directed learning; allowing students to define their own learning tasks; facilitating group learning, research and communication skills; ensuring knowledge of a specified subject domain; and transferring knowledge to novel situations. Many studies show that PBL teaching method not only enhances students ’ knowledge of the basic principles, but also has the potential to develop students ’ self-directed life-long learning skills, communication skills, to increase students ’ ability to solve real world problems, and to increase students ’ motivation for learning (Nendaz and Tekian 1999). PBL is now increasingly entering the repertoire of instructors in man