UM's educational philosophy

Creative PBL practices at Maastricht University

In this video series, UM teaching staff explain their creative approaches to PBL. They follow the UM-PBL pillars of a constructive, contextual, collaborative, and self-directed approach to learning.

The videos resulted from two brainstorming sessions with a large group of UM teaching staff members. These brainstorming sessions were initiated by the UM PBL MOOC workgroup and aimed at discovering and describing creative PBL formats. 

Introduction – Creative PBL practices at Maastricht University

In this one-minute trailer, Maryam Asoodar and Ilse Sistermans introduce various creative approaches to PBL, which were developed and implemented by UM teaching staff.

These creative methods are based on the constructive, collaborative, contextual and self-directed (CCCS) approach to learning that defines Problem-Based Learning at UM.

Ben Janssen – Individual and team-based competition

During their internships, Master's students specialising in surgery, mother and child, or psychomedical problems return to campus on so-called home-based days. Team-based and individual competition structures are introduced to increase student engagement and participation. In this video, Ben Janssen explains how you can learn using individual and team-based competitions in PBL settings.

Herco Fonteijn – Tutorless PBL tutorial groups promote self-directed learning

Using self-supervised tutorial groups in the Bachelor of Psychology makes students more confident and motivated to pull their weight. Herco Fonteijn explains how this practice has been implemented in a PBL setting and discusses challenges and results.

Miriam Janssen & Marion van Lierop – Facilitating interprofessional collaboration during work placements

UM Master's students in family and social medicine collaborate with paramedic and nursing students of Zuyd University, preparing them for effective interprofessional collaboration. Mariam Janssen and Marion van Lierop discuss this creative PBL practice in this video.

Nicole Kornet – Flipping the PBL classroom

Nicole Kornet flips her classroom to activate students in their tutorial groups, promote discussions and promote a student-driven approach. Watch this video to see how online learning coupled with role-play enhances student engagement and improves discussion.

Giselle Bosse – Student-driven research, presented through interactive multimedia

With the methods used in this class, students of social sciences feel more motivated and are encouraged to learn quantitative data analysis. Students work with the clients in the real world. Learners are connected to cultural and social organisations. They learn how to design a survey, analyse quantitative data, behave professionally and present their findings on a multimedia website. Interested in knowing more about how this is integrated in a PBL setting? Watch this video.

Anke Sambeth – Student-designed formative exam questions

In PBL-friendly exams, students help design the exam. Therefore, students make exam questions on their own. They are involved in what is most important for them to learn in this course. If you want to know how that is integrated into a PBL session and how students benefit from it, watch this video.

Alexander Bruggen – Teaming up with company management

Students define a problem and later come up with a solution. In this course, the students work with company management to identify a real-life situation. Students work in teams and have to present their solutions to these problems to the company board. This video shows how students learn in a PBL context by teaming up with company management.

Nynke de Jong – A blended problem-based learning format

During the module Care in Context, Bachelor's students in health science form project groups to tackle a problem presented by a real patient organization. The course format is a mix of face-to-face and online sessions. Watch the video to learn more about this successful PBL practice.

Andreas Herrler – The use of visual models and virtual reality

The Anatomy e-models are available in virtual reality or augmented reality for students to explore and learn together in their own time. The method of teaching has been supporting self-directed, student-centred learning. Watch this video to know when and how these tools can be used in a PBL setting.

Francine Schneider - Student-designed mini-lectures

This video shows how you can flip a classroom in a PBL context. In this course, students become lecturers. They keep up-to-date with the course content and practice their presentation skills.

The videos are licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.