The changes in healthcare present new demands that training, continuing education, and further education institutions for caregivers must also respond to. In order to provide professional care, caregivers need not only the currently available specialized knowledge but also the ability to independently acquire new knowledge, interpret care situations from multiple perspectives, and reflect on their actions. One way to equip caregivers with these competencies is through the concept of problem-oriented learning (POL). In this approach, learners independently work on one or more case situations in each teaching block. Instructors take on the role of tutors or learning facilitators. This book examines how learners evaluate and utilize POL, what effects POL has on their learning processes, and how the learning processes can be optimized from the instructors' side and the effects can be assessed.