Problem-based learning (PBL) as an efficient and research-oriented teaching form in the Biology curriculum

We propose to conduct a 3-week block course of the UZH Biology programme (5th semester, compulsory elective, 6 credits, 12 students) as a “problem-based learning” (PBL) course in the years 2010 and 2011. The course Biology 245, “Gene, Entwicklung & Umwelt“ [Genes, development & environment], about half of whose students are from ETH, is taught by Prof. Stefan Baumgartner (University of Lund, Sweden). Baumgartner has been teaching according to PBL methods for 13 years and participated significantly in establishing the Biomedicine degree programme in Lund as a PBL programme. Baumgartner has been a lecturer at UZH since 2008. The advantage of PBL is that learning happens as a group process rather than via passive reception in the lecture format. On the basis of positive experiences with PBL students use the library and the internet more frequently and independently. They are more motivated, less stressed by examinations and show a positive attitude towards learning – all above and beyond what conventional lectures bring. PBL is actually not a new learning form, but has been practiced in (e.g.) Sweden and Holland for over 20 years.
A similar application was offered funding in 2008 in the context of the FILEP initiative. Baumgartner turned it down at that time, however, because he also received financing from UZH.

• research-oriented
• student-centred
• interactive

PBL fosters active learning and personal responsibility among students.

Locations (PBL room) need to correspond better to the learning form.

• Refreshingly different
• PBL really inspired me and stimulated me to do my own research.
• It is an inspiring way to get students to learn independently.

• Be prepared for the unprepared.
• A good PBL case means you are halfway there.
• Go to your students and listen to them.
• Organise a comprehensive evaluation and discuss the results with your students.