How has problem based learning fared in Pakistan?
OBJECTIVE
To conduct a systematic review of primary research in undergraduate medical education in Pakistan in order to evaluate PBL programs, examine outcomes and competencies influenced by PBL, and compare them with conventional learning (lecture based learning, LBL).


METHODS
Qualitative content analysis.


METHODS
Rawalpindi Medical College, Rawalpindi, from June 2010 - February 2011.


METHODS
Literature was searched using online resources. Studies evaluating outcomes influenced by PBL, or comparing PBL with lecture based learning (LBL) were selected. Due to heterogeneity, a qualitative content analysis was performed in which studies were classified according to the methods of assessment; results were then summarized by outcome and frequencies were calculated.


RESULTS
Eleven studies were included. Apart from knowledge acquisition, students gave high ratings to PBL in selected outcomes, alone, and in comparison with LBL. There was a disagreement among results of studies that evaluated knowledge acquisition alone.


CONCLUSIONS
Based on student perceptions, PBL has many advantages. However, the results of this review are limited due to heterogeneity and methodological weakness of studies, specially the studies that compared exam scores to assess knowledge acquisition.
Medical Student, Rawalpindi Medical College, Rawalpindi, Pakistan.
Waqas
W
Mahmud
Omar
O
Hyder
D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D019359:Knowledge; D007858:Learning; D010154:Pakistan; D018794:Problem-Based Learning; D015397:Program Evaluation; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires