Reflection on studies on the learning process in problem-based learning

In this special issue, seven studies are reported on problem-based learning (PBL). Two studies deal with the PBL process and especially the three PBL phases of initial problem discussion, self-study and reporting. Five other studies report on factors influencing students’ learning in PBL: the PBL problem, the tutor, and two other scaffolds, worksheets and a reflection journal. The studies were conducted in a setting in which a specific approach to PBL was used, the so called-one-day-one-problem approach to PBL. In this reflection on the studies reported in this special issue, first of all the unique one-day-oneproblem approach to PBL will be explained. Thereafter the findings of the studies reported in this special issue will be summarized, after which the strengths and weaknesses of the studies are reported, as well as suggestions for further research and educational practice.