Promoting Model-based Reasoning in Problem-based Learning

We have been observing a problem-based learning class (PBL) in a biomedical engineering program (BME). The present paper examines the learning trajectory in which students attempted to solve a complex and genuine research problem in BME, and attempts to unpack the dynamics of problembased learning, identify the links between different subcomponents in the problem-solving process, and document specific instructional moves that would strengthen such links by promoting model-based reasoning (MBR). We found that through PBL students can successfully build skill in modelbased reasoning, a significant cognitive practice used in BME. It is also critical to the learning process that the PBL facilitator could speed up the learning process and help students acquire skills of model-based reasoning by scaffolding at the process but not the content level, and constantly prompting students with a holistic and coherent view of the models in the problem.