ABSTRACT
This chapter aims to provide an overview of the process of problem-based learning (PBL), highlighting the importance of the role of facilitation as part of this process. PBL differs from both action learning and case-based learning. In action learning a group of individuals come together to work on a problem experienced by one of the group members, in order to clarify issues and explore alternatives. The overall aim of any palliative care education programme must be to develop, change and enhance practice, thereby improving the palliative and supportive care that is offered to both patients and families. PBL can be used when considering clinical, interpersonal, managerial, organisational, ethical and attitudinal aspects of any case that is developed. The author attempts to give a balanced overview of both the benefits and the drawbacks of PBL, despite herself being an advocate of this approach to learning.
