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

by Dr V R Badrakalimuthu and Dr Hugo de Waal


Last reviewed: December 2015


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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Please note: This module was last reviewed in 2015. Please be aware when completing the module that some of the guidance may have changed.

If you are interested in updating this material, please contact us.

If you like this module, you may also be interested in:


Learner-centred teaching: Part 1 by Dr V R Badrakalimuthu and Dr Hugo de Waal


Giving feedback to trainees by Dr Clare Oakley and Prof Femi Oyebode


Quickbite: Personal development plans: how to make them work by Dr Anne Worrall-Davies



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