Article by: David M. Duriancik, Ph.D.
Key Takeaways
- Problem-Based Learning is challenging, but it is absolutely manageable for motivated students.
- PBL teaches students how to identify what they do not know and learn it independently, a critical skill for lifelong medical practice.
- Learning in PBL happens in context, not in isolation, which helps students integrate disciplines the way physicians do.
- Independence in PBL is balanced by strong accountability through facilitators, peers, and assessments.
- Students often enter PBL apprehensive and leave confident, prepared, and comfortable in patient interactions.
This article reflects how I typically explain Problem-Based Learning to prospective students during interviews and campus conversations.
Why LECOM Built Problem-Based Learning
One of the questions I am asked most often is why LECOM chose to build multiple learning pathways instead of using a single, one-size-fits-all curriculum.
The answer is simple. Students come to medical school with different backgrounds, experiences, and strengths. Some have worked in healthcare. Some come from research backgrounds. Others know early on that they are passionate about primary care or family medicine. LECOM recognized that these differences matter, and we developed pathways that support students where they are while still holding everyone to the same high academic and professional standards.
Problem-Based Learning is one of those pathways, and it exists because medicine itself is not learned in isolation. Physicians are constantly presented with problems they have never seen before. PBL mirrors that reality from the very beginning of medical education.
What Problem-Based Learning Actually Looks Like
There are a lot of misconceptions about PBL, so I like to start by explaining what students would see if they walked into a PBL session.
In PBL, students work in small groups, typically eight or nine students, with a faculty facilitator. One student plays the role of the physician. Another plays the patient. Another serves as a scribe. The patient role is not improvised. The student has a script and a structured history that reflects a real clinical scenario we have built from collected data, labs, and imaging.
As the case unfolds, the student acting as the physician interviews the patient. They take a history, explore the present illness, ask about medications, social factors, environmental exposures, and anything else that might be relevant. The scribe organizes the information so the group can see it clearly. Other students research concepts in real time using textbooks and trusted resources.
The facilitator does not lecture. Instead, they observe how students communicate, how they reason, and how they interact with one another. They guide the discussion when needed, ask probing questions, and ensure students are moving in the right direction, but the learning is driven by the students themselves.
Learning Medicine in Context
One of the biggest strengths of Problem-Based Learning is that students do not learn subjects in isolation.
In a traditional model, students might learn biochemistry one week, physiology another week, and pathology in a separate block. In PBL, those disciplines are integrated through the case.
If the case involves abnormal lab values, students do not just memorize those numbers. They ask why those values are abnormal. They explore the underlying biochemistry, the physiology that explains the findings, and the pathology that connects it all together. Everything is learned in context.
This mirrors how medicine is practiced. Patients do not present with neatly labeled subject headings. They present with problems, and physicians must integrate knowledge from multiple disciplines to understand what is happening.
Exams, Accountability, and Misconceptions
Another common concern students raise is assessment. PBL does not mean fewer expectations or less accountability.
There are major exams throughout each semester. These exams are comprehensive and designed to reflect how content is integrated in real medical decision-making. While having fewer large exams can feel intimidating, those exams are intentionally structured to prepare students for board-style questions that draw from multiple disciplines at once.
Accountability in PBL also comes from the group itself. If a student comes unprepared, it becomes obvious very quickly. Facilitators ask questions. Peers rely on one another. That accountability encourages students to stay current, engaged, and responsible for their learning.
Independence Balanced with Support
PBL offers flexibility, but flexibility does not mean lack of structure.
Students meet for case sessions several times each week. Outside of those sessions, the rest of their time is dedicated to independent study. That flexibility allows students to balance personal responsibilities, family obligations, and their own study rhythms, but it also requires discipline and time management.
Medical school involves a massive amount of information delivered very quickly. One of the most important skills students develop in PBL is the ability to distill dense material into high-yield, clinically relevant knowledge. That skill is essential not only for exams, but for life as a physician.
PBL and Lifelong Learning
As a research-based PhD, I can say this with confidence: lifelong learning does not happen because someone tells you exactly what you need to know.
In research, I often encounter topics I do not understand. No one assigns me a lecture. Instead, I recognize the gap in my knowledge, seek out reliable resources, and teach myself what I need to know. That process is exactly what PBL trains students to do.
PBL helps students become comfortable saying, “I don’t know this yet,” and then taking responsibility for learning it. That mindset is critical in medicine, where knowledge is constantly evolving.
How Students Grow Through PBL
One of the most rewarding parts of my role is watching students change over time.
Students often enter PBL nervous and uncertain. Over time, they become confident in-patient interactions, comfortable asking questions, and skilled at applying knowledge in clinical contexts. By the time they reach their clinical rotations, preceptors frequently comment on how well PBL students communicate with patients and how confident they are in gathering histories and reasoning through cases.
That growth is not accidental. It comes from repeated exposure to real-world problem solving, professional communication, and self-directed learning.
Advice for Students Considering PBL
If you are trying to decide whether Problem-Based Learning is right for you, I encourage you to reflect honestly on your past experiences.
Think about when you succeeded and when you struggled. Did you do well when you had independence, or did you need constant structure? Were you able to pull high-yield information from dense reading, or did you feel overwhelmed? Did collaboration energize you, or distract you?
PBL is challenging, but it is manageable. It rewards students who are dedicated, reflective, and willing to engage deeply with the material. It is not about being perfect. It is about being willing to learn how to learn.
Final Thoughts
Problem-Based Learning is not just a teaching method. It is a philosophy of education that aligns closely with how medicine is practiced.
The goal is not simply to deliver content. The goal is to help students become thoughtful, adaptable, confident physicians who know how to identify problems, seek knowledge, and apply what they learn in meaningful ways.
When that happens, the payoff extends far beyond the classroom.
Frequently Asked Questions
Is Problem-Based Learning harder than other pathways?
PBL is challenging, but it is designed to be manageable. The difficulty comes from the expectation that students take ownership of their learning. With preparation, time management, and engagement, students are very capable of succeeding.
Do PBL students perform well on board exams?
Yes. PBL prepares students to think across disciplines, which aligns well with board-style questions. Success on boards is tied more closely to how well students learn and apply the material than to the pathway itself.
How much faculty support do PBL students receive?
Faculty facilitators are deeply involved in guiding learning, observing group dynamics, and ensuring students stay on track. While students drive the learning, they are never unsupported.
What kind of student succeeds in PBL?
Students who succeed in PBL are typically dedicated, reflective, and able to identify high-yield information from dense material. They are willing to engage, ask questions, and take responsibility for their preparation.
Can students balance life responsibilities in PBL?
PBL offers flexibility in daily scheduling, which can help students manage personal responsibilities. That flexibility requires strong time management and discipline, but it can be a significant benefit for the right student.