Learner-centred teaching: Part 2 – problem-based learning

The traditional ‘coverage’ model of learning threatens to become more and more inefficient and impractical, as the sheer size of the ‘body of knowledge’ needing to be absorbed necessitates a different style of learning.

Contemporary learning methods will place increasing emphasis on collective work, knowledge-sharing and communication, as well as on refining analytic thought and decision-making processes.

In the first module of this series, Learner-centred teaching: Part 1, we looked at modifying current methods of both teaching and learning to suit learner-centred approaches.

In this module, we will discuss an alternative teaching-learning process: problem-based learning. This process, with its innate constructivist character, is of particular importance to the holistic approach in psychiatry training and practice.

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