Modern approach to learning and teaching

Problem-based learning starts from a complex, open-ended problem without a predetermined solution and encourages students to activate prior knowledge, notice gaps, formulate hypotheses and independently regulate learning in a team. The emphasis is on the thinking process: how we define the problem, what are the assumptions, what are the relevant sources and how we test ideas. The role of the teacher is guiding. Through questions and support, he or she guides students through cycles of analysis, research and reflection, and not through frontal explanation as in traditional face-to-face teaching. In this way, PBL actively develops critical thinking, collaboration, communication and the transfer of knowledge to new contexts.

Typical PBL steps include scenario analysis (context, constraints), knowledge mapping (“what we know / what we need to learn”), hypothesis formulation and research plan, source collection and evaluation, solution testing, and evidence of learning (e.g., concept map, calculation or prototype). Activities are closely linked to curriculum outcomes, and evaluation encompasses both process (argumentation, teamwork, evaluation of evidence) and outcome (quality and appropriateness of solution, justification, reflection). Simulations and virtual laboratories are used for quality practice, from branching clinical cases to “digital twins” in engineering, with built-in decision points, assumption recording and automated feedback. Each simulation is followed by a structured review of what has been learned.
 

Examples of digital tools that can be used for problem-based teaching

Labster offers a collection of interactive virtual labs in which students solve problem scenarios while simultaneously acquiring theory and laboratory techniques. Each simulation places the student in an authentic context (e.g., research team, clinical case) and requires data-driven decision-making, with built-in questions and feedback. The platform integrates with LMS (e.g., Labster can be LTI-integrated with Moodle LMS), supports test customisation and automatic grading, and provides teachers with basic analytics on engagement and activity completion. The catalog of virtual labs covers multiple disciplines (biology, chemistry, physics, engineering, healthcare), and the simulations are self-contained, guided and short (lasting 10 to 60 minutes), making them suitable for pre-activities in PBL or for differentiated learning. The advantage of Labster is that it combines a safe environment for experimentation with clear goals and the possibility of repetition without material costs. This allows classroom teaching to engage in deeper analysis, comparison of approaches and results, and reflection on the problem-solving process.

Application scenario: In the e-course “Analytical Chemistry — Applied Problems”, each PBL episode begins with a short scenario: “Local water supply suspects contamination; what analyses should be performed and how to interpret the results?”. Before the classroom lesson, students complete two simulations in Labster (e.g. spectrophotometry + method validation), each with built-in questions and short checks. A prerequisite is set in the LMS: only after achieving more than 70% of points on the simulation test is the data document for teamwork unlocked. In the lesson, groups of students analyse different data sets, discuss detection limits, sources of error and trade-offs between time, cost and accuracy. The instructor compares their hypotheses and decision paths on the board and highlights differences in validation. This is followed by a mini-experiment in Labster (or a “what-if” variant) where groups change parameters and check how this affects the output values, i.e. the result. Finally, each group prepares recommendations to the city administration and submits the methodology.

Capsim is a business simulation and simulation evaluation platform that enables students to manage a company through decision cycles in finance, marketing, production, R&D and strategy. In a real-world environment, teams make decisions, compete with other teams and receive objective performance metrics. In addition to classic financial simulations, Capsim also offers CapsimInbox, an inbox simulation for developing and measuring soft skills (prioritisation, communication, conflict resolution). Teachers can adjust parameters, assign individual and group tasks, track results and integrate activities with the course. This design supports PBL: students work on open-ended problem situations, test hypotheses through simulation iterations and learn about the consequences of decisions in interconnected company functions.

Application scenario: In the graduate course “Business Strategy – PBL”, groups inherit a company profile in the consumer electronics segment. The cycle looks like this: 1) analysis of market reports from the previous round, 2) formulation of hypotheses (e.g. “If we increase investment in research, will we reduce sensitivity to price wars?”), 3) making integrated decisions (research budget, capacity, prices, channels, financing), 4) simulation outcome and reporting. Each team prepares a roundtable, arguing why it chose the strategy and how it would change it in the next round. Finally, they write a letter to the management with recommendations (investments and risks) and reflection on incorrect assumptions.

Body Interact is a virtual patient simulator aimed at developing clinical thinking and decision-making in healthcare. The platform offers a large library of scenarios (1200+ cases across 50+ therapeutic areas) with varying levels of difficulty, from pre-hospital situations to emergency admission. Students collect medical histories, order tests, interpret findings and perform interventions, with immediate feedback and scoring. The educational portal offers curated sets of scenarios and progression through levels, while integrations and reports help educators plan and evaluate. In a PBL context, Body Interact enables safe, reproducible and realistic practice of complex decisions and structured reporting after each episode.

Application scenario: At the clinical e-college "Emergency Medicine", each group receives a different case (e.g., ”chest pain in traffic”, "digestive problems of a large number of children in kindergarten"). Phase 1: 5 minutes for rapid condition identification and triage. Phase 2: team care at Body Interact, students order tests. Phase 3: report, i.e. comparison of decisions, discussion of alternative paths, "what if" variants and the like. Evaluation includes team performance, clinical reasoning and individual progress through scenarios.