Problem-based learning and medical education forty years on. A review of its effects on knowledge and clinical performance.
Problem-based learning (PBL) has swept the world of medical education since its introduction 40 years ago, leaving a trail of unanswered or partially answered questions about its benefits. The literature is replete with systematic reviews and meta-analyses, all of which have identified some common themes; however, heterogeneity in the definition of a 'problem-based learning curriculum' and its delivery, coupled with different outcome measurements, has produced divergent opinions. Proponents and detractors continue to dispute the merits of the cognitive foundation of a PBL approach, but, despite this, there is evidence that graduates of PBL curricula demonstrate equivalent or superior professional competencies compared with graduates of more traditional curricula.
Neville
Alan J
AJ
McMaster University, Faculty of Health Sciences, Hamilton, Ont., Canada. neville@mcmaster.ca
D002983:Clinical Competence; D003071:Cognition; D004504:Education, Medical, Undergraduate / Q000379:methods*; D006801:Humans; D019359:Knowledge; D017145:Models, Educational; D018794:Problem-Based Learning