Numbers of articles document the power of problem‐based learning in promoting various facets of student learning, yet many faculty are still hesitant to use this pedagogy. Balancing the complexity of the classroom dynamic in student‐centered strategies and the content demands of our discipline with our personal philosophy of teaching is a challenging task. In this article I share my personal insights in adopting problem‐based learning in an undergraduate survey course in biochemistry and the rewards and challenges that this pedagogy posed for my students and for me. I offer a rationale for adopting a holistic model of teaching that takes into account both our students' and our own intellectual and personal growth in the classroom.
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Linda C. Hodges (2002) studied this question.
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