ABSTRACT
For many of us, the preoccupations and anxieties accompanying early experiences of problem-based learning are potent distractions from questions about what lies beyond it. Yet it is fundamental that if we seek to engage students in problem-based learning, we should also emulate its processes in reviewing, refining and developing it further. Constant reflection on our observations and the building of new concepts can lead to the improvement of the learning environment and the extension of our own understanding of how we learn. This journey might happily challenge the very foundations of our understanding, and can deepen and enrich our lives as co-learners with our students. This is the ultimate goal which, I believe, currently lies beyond the purposes of most problem-based curricula.
