Good problems are crucial for the development of a Problem-Based Learning curriculum. Writing good problems requires discipline and knowledge of the basic principle of the structure and fundamental features that have been considered to achieve the goals. Herein, the authors reviewed some of the rules suggested by the medical literature, and presented a model of written problems that are suggested for the tutorial planning groups of the Medical Course at the State University of Londrina, Brazil. Examples of errors observed in our 10-year experience in Problem-Based Learning are commented.
Problem based learning; Curriculum; Medical education
