Enhancing Adult Learning through Problem-Based Learning and Knowledge Scaffolding: A Case from Postgraduate Immunology Education

The integration of Problem-Based Learning (PBL) and Knowledge Scaffolding in postgraduate immunology education has been shown to enhance the quality of adult learning. This process supports the development of problem-solving skills in leaners through critical thinking, self-direction, and practical application of knowledge. This study aims to imporves the postgraduate immunology teaching to strengthen lifelong learning capacities by imcorparating problem-based learning (PBL) and knowledge scaffolding. In the current study thirty postgraduate students in the Immunity to Infectious Diseases course were divided into three small groups. Each group analyzed two immunology research papers and created a domain-specific mind map. These groups then combined their work into a comprehensive class-wide mind map. Data were collected through structured feedback forms and facilitator’s observations. According to the results of the 30 participants, 29 returned feedback forms (97% response rate). The majority reported that small-group activities encouraged idea sharing (87%), class-wide integration boosted confidence (83%), and the exercise enhanced problem-solving skills (80%). Moreover, students also valued teacher guidance (90%) and recommended continuation of the activity (93%). Further the facilitator’s notes confirmed higher engagement compared with lecture-based sessions. The findings suggestmPBL supported by scaffolding promotes confidence, collaboration, and self-directed learning in postgraduate immunology.