The Suitability of Problem-based Learning for Engineering Education: Theory and practice

TLDR

PBL has been adopted as a comprehensive strategy in several programmes at Maastricht University, such as medicine, while alternatives like project work and guided small group work also exist for conventional engineering education. This article examines the suitability of PBL as an innovation in engineering education, outlining its characteristics and aims. The study compares the differences between medical and engineering implementations of PBL. At TU Eindhoven, PBL was used partially in mechanical and biomedical engineering, proving effective in early years when supplemented with tutorials and directive teaching, but later project work proved superior, leading to the conclusion that PBL’s limitations render it unsuitable as an overall strategy for engineering education.

Abstract

This article describes the characteristics and aims of problem-based learning (PBL), a successful strategy for higher education. PBL has been implemented as an overall strategy for several programmes at Maastricht University, for example medicine. The suitability of PBL as an innovation in engineering education is analysed, given the characteristics of this particular domain. Project work and guided small group work also present themselves as alternatives for conventional engineering education. PBL has been implemented as a partial strategy for Mechanical Engineering and Biomedical Engineering at Technische Universiteit Eindhoven. The differences between the medical and the engineering implementation are analysed. PBL offers good prospects in the first few years of a programme, especially if group work tutorials and some directive teaching are added. In later phases project work offers a strong alternative. The conclusion is that PBL has certain limitations, which make it less suitable as an overall strategy for engineering education.