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Problem-based Learning (PBL) has become a popular method of instruction among educators in the health professions. Central to the effectiveness of PBL is the ability of students to work together to solve problems. When these abilities are lacking, PBL outcomes can be compromised. Since these skills have not been emphasized in public school or higher education, students are often forced to muddle through group processes in the effort to learn. The purpose of this paper is to discuss the interpersonal skills necessary to enhance PBL, and suggest how these skills can be improved and incorporated into the curriculum.
Michael Peterson (Mon,) studied this question.