Assessment of Student Experience in a Problem-Based Learning Course Using the Course Experience Questionnaire

Problem-based learning (PBL) has been described as ‘‘the learning that results from the process of working towards the understanding of a resolution of a problem.’’ This pedagogical approach, based in the theoretical framework of constructivism, is both a method and a philosophy that aims to build knowledge by working through (in an active, iterative, and self-directed way) a progressive framework of problems via facilitated smallgroup work and independent study. The PBL approach uses open-ended problems or case scenarios that are considered ill-structured in that they may havemultiple solutions or require more information for understanding the problem than is initially available. This compels students to build on prior knowledge, integration, and critical thinking and to practice acting as professionals in seeking solutions. Because the problems in these case scenarios often pose no single correct solution, an atmosphere of cooperative learning can be facilitated. Because nutrition professionals take on a wide variety of occupations, students require the development of a global skill set that may not be specific to nutrition. A PBL approachmay facilitate the development of self-directed learning, reflective thinking, leadership, teamwork, cooperation, selfconfidence, critical thinking, resource identification, and knowledge retention. These skills may help nutrition graduates enter the job market.