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Problemorientiertes Lernen

Problem-based learning (PBL)

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Zusammenfassung

Zahlreiche Fakultäten weltweit setzen die Unterrichtsform des problemorientierten Lernens (POL) in ihren Curricula ein, bei der Studierende in Kleingruppen – ausgehend von einem konkreten Fall – Problemlösestrategien entwickeln. Hierbei wird nach definierten Arbeitsschritten, dem so genannten POL-Bogen, vorgegangen. Anders als beim klassischen Frontalunterricht vor großem Auditorium lernen die Studierenden selbstverantwortlich und kontextgebunden, was zu einer besseren Verankerung des Wissens führen soll. Der Rolle des Tutors kommt eine besondere Bedeutung zu, denn er fungiert – anders als im klassischen universitären Unterricht – als Moderator, der den inhaltlichen und gruppendynamischen Lernprozess begleitet und strukturiert.

Abstract

Many faculties worldwide apply problem-based learning (PBL) in their curricula. This is a form of instruction in which students in small groups develop problem-solving strategies based on a specific case by following well-defined steps – the so-called seven-jump process. This approach fosters independent and context-dependent learning, which is thought to lead to an improved grasp of knowledge. The role of the tutor assumes particular importance because, in contrast to the traditional university system, he or she serves as a moderator who accompanies and structures content-related and group-dynamic learning processes.

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Authors and Affiliations

  1. Abteilung Neonatologie, Zentrum für Kinder- und Jugendmedizin, Im Neuenheimer Feld 153, 69120, Heidelberg, Deutschland

    S. Skelin

  2. Vestische Kinderklinik Datteln, Datteln, Deutschland

    B. Schlueter

  3. Klinik für Allgemeine Pädiatrie und Arbeitsgruppe Reformstudiengang Medizin, Charité – Universitätsmedizin Berlin, Berlin, Deutschland

    D. Rolle & G. Gaedicke

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  1. S. Skelin
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  2. B. Schlueter
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  3. D. Rolle
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  4. G. Gaedicke
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Correspondence to S. Skelin.

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Skelin, S., Schlueter, B., Rolle, D. et al. Problemorientiertes Lernen. Monatsschr Kinderheilkd 156, 452–457 (2008). https://doi.org/10.1007/s00112-008-1727-6

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