When Rijksuniversiteit Limburg opened in the 1970s, it introduced more than just a new university; it marked the start of an educational experiment. The founders implemented Problem-Based Learning (PBL), a model developed in the 1960s at McMaster University in Canada, which became the university’s core teaching philosophy (de Graaff & Kolmos, 2003).
Unlike traditional lecture-based formats, Maastricht’s PBL focused on small group work around real-world cases. Students collaborated to analyze problems, set learning goals, conduct research, and share findings, with tutors facilitating rather than instructing (Haemers, 2025). Job Metsemakers, one of the first students, recalls the uncertainty surrounding the new model as staff and students co-created its structure. “We were to study in small learning groups, which was entirely new. But how exactly should that work?” he reflects (Haemers, 2025). To support this innovative approach, the “Seven-Step” model guided students through structured problem-solving. Assessment also evolved, with the introduction of the progress test, a format that measured ongoing knowledge development instead of rote memorization (Haemers, 2025).
The Role of the Tutor in the PBL Approach (KEC-UM, 2016)
Maastricht’s PBL model soon became a global influence, reshaping medical education in the Netherlands and inspiring institutions worldwide. PBL’s emphasis on real-life problems, interdisciplinary collaboration, and lifelong learning skills has become its hallmark, promoting deeper engagement while requiring students to take responsibility for their learning (de Graaff & Kolmos, 2003). Today, PBL remains a defining feature of Maastricht University, with its legacy shaping education far beyond the city.