ABSTRACT
Designing effective small group learning can be a challenge for any institution involved in higher education. Problem Based Learning (PBL) has been in existence as an innovative and student centred learning method for the past five decades. From its simple origin at McMaster University, Canada, PBL has spread across the globe and its complexity has also evolved as a learning system. Due to limitations in resources, many Medical and Health Professional schools have incorporated PBL with other didactic teacher centred learning modalities. This is known as the hybrid curricula model. However, the hybrid model sometimes creates unwarranted competition between PBL and other modalities of teaching, leading to ineffective learning and tutor dissatisfaction. Using the hybrid PBL model to contextualize and integrate subject matter learnt through didactic and teacher led teaching learning modalities could circumvent these limitations. This is known as the “Hub format” of the hybrid model. The Hub format while allowing integration of content matter, allows the learner to discover relevant new knowledge for future learning and practice. It also facilitates the teachers to align student assessment to their learning, leading to improved student engagement in PBL and their motivation for learning.