Problem-based learning (PBL), besides a number of advantages, also has drawbacks. It makes it very difficult for students to identify with a good teacher, and aims, rather, at identification with a peer group. Therefore, it seems more suited for adolescents than for young adults capable of secondary identification. Furthermore, this form of staff–student contact, i.e. the teaching group, does not motivate staff to share knowledge with the students. The knowledge acquired through PBL tends to remain unorganized. It is therefore more suited for disciplines in which a compilation of factual knowledge is important (e.g. medicine) than where a systematic approach is needed (e.g. statistics).