Problem Based Learning: history, models, practices in Italian universities

Abstract

Problem Based Learning is a teaching strategy and curricular organiser that has its roots in the thought of John Dewey and in particular in his text How We Think (Dewey & Bove, 2019). Introduced at  McMaster University, Canada,  in the early 1970s, it created a revolution in the academy internationally, giving rise to a flourishing of experimentation, initially in the Faculty of Medicine and subsequently in numerous other degree courses: from economics to law, engineering, psychology and so on. It represents a completely student-centred educational strategy,  which develops problem solving, critical reasoning and team working skills. Over the past fifty years, many models have emerged involving different levels of problem complexity (one simple or complex problem per week,  one mega-problem per semester, one problem per day). Universities that adopt problem-based learning often favour a design by interdisciplinary modules. In Italy there have been significant experiences of adopting PBL in the degree courses of Medicine and Surgery, Nursing Sciences, Education and Training Sciences and lately in interdisciplinary bachelor programs in English. A significant case is the Bachelor Degree program in Animal Care  at the University of Padua.