A Delphi technique to identify and evaluate criteria for construction of PBL problems

Introduction In the process of PBL implementation, faculty members often ask what are the criteria for constructing problems and subsequently evaluating them. Although experts agree on a fundamental theoretical basis for developing problems, mostly prototypical, it is difficult to find specific criteria that could be used in constructing PBL problems. Method A Delphi technique using six independent judges from the Rouen School of Medicine, France, answered this question. It took four rounds and five months. Results Nine criteria were identified and rank‐ordered according to their relative importance: 1 – stimulating thinking, analysis, and reasoning (openness 6·8 points); 2 – assuring self‐directed learning (autonomy 6·5); 3 – using previous basic knowledge (richness 6·2); 4 – proposing a realistic context (attractiveness 5·7); 5 – leading to the discovery of learning objectives (coverage 5·0); 6 –arousing curiosity (inquisitiveness 5·0); 7 – choosing topics related to public health (relevance 5·0); 8 – assuring contextual breadth (comprehensiveness 4·8); and 9 – choosing an appropriate vocabulary (medical encoding 4·7). Discussion The identification represents a fresh outlook on the PBL process, from judges who had recent experience in constructing PBL problems. Related to Barrow’s dimensions, these criteria could be seen as a more concrete and specific level of conceptualization. Paired with those found in the literature, they match six out nine already identified, although not prioritized criteria. Conclusion Judges from a school just having implemented PBL, found that Reasoning and Autonomy are the most important criteria for constructing PBL problems.