An examination of Problem Based Learning as an educational method, identification of benefits and challenges when implementing such a learning method and systems that can be put in place in order maximise its effectiveness

This research paper sought to explore the experiences of both students and teachers/tutors when utilizing problem-based learning in their education settings, it also looked the challenges faced by those who both participate and facilitate problem-based learning along with methods and interventions used by teachers to manage conflict within the group and how best to ensure full participation by all group members. Within his own practice the researcher found that certain students were not fully engaged within the problem-based learning task and that after receiving feedback from these students that there was certain issue that brought this about. The study was completed using a mixed methods approach. The study conducted semi structured interviews with a variety of problem-based learning practitioners in the third level education sector, feedback was also received from students that have used problem-based learning in their studies. The results of this study found that this pedological approach to teaching had a positive influence of both students understanding on the learning material, it also highlighted several issues in relation to members working in groups and how this manifested itself in group conflict. It also explored the balance that ought to be achieved when choosing tutors or teachers to facilitate problem-based learning groups, a balance of experience in group work and those who were subject experts. Further research must be carried out to gauge the opinions and thoughts of tutors when implementing problem-based learning. Clear identification and the assignment of roles within this learning intervention is extremely important. Finally tutors and facilitators require upskilling and the provision of continuous professional development in problem-based learning to ensure its effectiveness.N