Problem-based learning is an approach where
a curriculum is problem centred rather than discipline
centred. Problem descriptions, as concrete
and as authentic as possible, are used to focus self-
directed study and to motivate students to find relevant
information. A problem-based curriculum differs
from the traditional subject-based curriculum in the following respects:

-Cumulative learning - a subject is not learned in depth at any one time, but is introduced repeatedly and in increasing levels of complexity during the course of study.
-Integrated learning - subjects are introduced as they relate to a problem rather than separately.
-Progression in learning - what and how students learn changes as students acquire skills and knowledge and as they mature.
-Consistency in learning - the aims of problem-based learning are reflected in all aspects of teaching and learning, including the learning environment in the classroom and assessment practices.

Students use their existing knowledge in order to learn rather than being treated as a tabula rasa; the process of enquiry fosters self-directed learning; and students ‘learn how to learn’ so that they are better able to apply problem-solving to new situations. Students work in groups on authentic problems. They often use a proces of seven steps to work on a problem:

-Clarification of terms. Students check if they understand what the problem is.
-Defining problems. Students formulate relevant questions they have to answer.
-Problem analysis. Based on existing knowledge, students formulate ideas and hypotheses.
-Structuring and elaborating existing knowledge.
-Formulating goals for learning. Students discuss about the kind of knowledge that needs to be constructed and what they will study.
-Finding relevant information. Students gather information that meets the goals for learning.
-Restructuring information and reporting. Students present the findings in their own words and discuss the outcomes.