|Editor:||Michael M. Grant, University of South Carolina|
|Co-Editor:||Krista Glazewski, Indiana University|
|Founding Editor:||Peggy A. Ertmer, Purdue University|
The Interdisciplinary Journal of Problem-based Learning (IJPBL) publishes relevant, interesting, and challenging articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms.
IJPBL is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles.
Challenges Experienced by Korean Medical Students and Tutors During Problem-Based Learning: A Cultural Perspective
Hyunjung Ju, Ikseon Choi, Byoung Doo Rhee, and Jong Tae-Lee
PBL in the Era of Reform Standards: Challenges and Benefits Perceived by Teachers in One Elementary School
Nahid Nariman and Janet Chrispeels
The Effect of Senior Medical Student Tutors Compared to Faculty Tutors on Examination Scores of First- and Second-Year Medical Students in Two Problem-Based Learning Courses
Damon H. Sakai, Marcel D'Eon, Krista Trinder, and Richard T. Kasuya
Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner-Centered
Sharon Dole, Lisa Bloom, and Kristy Kowalske