Abstract:

One of the objectives of the convergence process towards a European Higher Education Area (EHEA) is the development of teaching methodologies focused on student learning. In this way, student becomes the real center of university education and the teacher a mediator or guide of this learning process. Active methodologies support this change, and one of the most established in this context is known as Problem Based Learning (PBL).

If the traditional teaching methods are based on the transmission-acquisition of knowledge, the PBL methodology aims for the student to learn to function as a professional capable of identifying and solving problems, to understand the impact of their own professional performance and the ethical responsibilities that implies, to interpret data and design strategies.

However, the effectiveness of this methodology is still an open question, which has generated and generates great controversy.
In this paper, we will focus on three points: the possible synergies of the PBL with other types of methodologies, the satisfaction of students once they have implemented a PBL, and what can be some of the evaluation systems that can be used in this learning methodology.

Keywords:

Problem Based Learning, active methodologies, qualified professional, quality, teaching, learning.