J. F. Wazir, and N. A. Ansari
Department of Pathology, School of Medicine, Arabian Gulf University, Kingdom of Bahrain.
Traditional teaching programmes still dominate the realm of medicine, particularly Pathology. As a result, the majority of those involved in the teaching are still unaware of problem-based learning (PBL).
The purpose of this review is to familiarise those pathologists who are involved in traditional teaching programmes, with problem-based learning. Pathologists are constantly involved in teaching undergraduates, postgraduates and other health care personnel. This ranges from classroom teaching to clinical-pathological conferences, seminars and international meetings. There is an increasing tendency for medical schools around the world to establish problem-based learning. The history of problem based learning goes back to Socrates (469-399BCE) who was famous for his
unique method of teaching that involved questioning his students before supplying them with factual data.
This type of learning method was instituted in medicine at McMaster University in the sixties.1 At
the authors’ institution problem based learning was embarked upon in 1984 and is currently playing a
leading role in Asia.2