Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (original) (raw)
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Problem-based learning in medical degree teaching: a scoping review
2021
Problem-based learning (PBL) is a pedagogical approach that shifts the role of the teacher to the student (student-centred) and is based on self-directed learning. Although PBL has been adopted in undergraduate and postgraduate medical education, the effectiveness of the method is still under discussion. We employed a scoping review to appraise available international evidence concerning to the effectiveness and usefulness of PBL methodology in undergraduate medical teaching programs. We applied the Arksey and O’Malley framework to undertake a scoping review. A search of literature published in English and Spanish identified one hundred and twenty four publications eligible for this review. Despite the fact that this review includes many studies, their design is heterogeneous and only a few provide a high scientific evidence methodology (randomized design and/or systematic review with meta-analysis). Furthermore, most are single-center experiences with small sample size and there ar...
Problem-based learning in medical education: Developing a research agenda
Adv Health Sci Educ, 1996
While the use of problem-based learning (PBL) methods continues to increase in medical education, three literature reviews of PBL have appeared in the past several years which come to different opinions about their merits. This analysis summarizes the research evidence regarding PBL by examining how well it has met its originators' goals, what we know about how PBL works, and how PBL fares in a goal-free comparison with conventional curricula. A research agenda is suggested to refine our understanding of well-documented effects of PBL, to probe for other possible longer term PBL outcomes, and to examine if and how PBL affects knowledge acquisition and retention. Consistency of evidence from a variety of PBL implementations can help decide whether the effects seen can be attributed to PBL or are the results of other curricular features unique to one setting.
Pros And Cons Of Problem-Based Learning In Medical Education: Students’ Viewpoint
National journal of integrated research in medicine, 2016
Background and Objectives: Problem-based learning (PBL) is an innovative educational approach in which the students determine what they need to learn. The present study was done to review the pros and cons of PBL, with the aim to introduce reforms in the traditional teaching methodology.Methods: A total of 200 MBBS students participated in the study. Six PBL exercises were allotted to the students and after their completion, they were asked to fill the questionnaire regarding their perceptions about PBL on a 5-point Likert scale, as well as open ended questions to elicit two reasons each for liking and disliking PBL.Results: Regarding the students' perceptions, the mean/median scores of all the items was found to be ≥ 3, indicating the positive inclination of students towards PBL. The major favourable factors of PBL were the opportunity of group discussion (16%) and better understanding (15.8%). The major drawbacks in PBL were that preparation required more time (20.5%), inadequate discussion (12.8%) and large group size(11.0%) Interpretation and Conclusion: Students generally favour PBL, as it enhances their ability to handle and solve real-life problems; however, few of the challenges are also accompanied with it which should be looked into to improvise it.
How to Apply Problem-Based Learning in Medical Education? A Critical Review
Iberoamerican Journal of Medicine , 2020
Problem-based learning (PBL) is a cornerstone of modern medical education. Principles of PBL are the construction of knowledge, prior knowledge activation, organization of knowledge, elaboration of knowledge, stepwise transfer across contexts and cooperation with other learners. It provides the ability to identify the knowledge, generate and analyze hypotheses that lead to the differential diagnosis of the case according to the complaint of the patient by using history taking, physical exam, and investigations. Application of any innovation such as PBL faces many challenges and obstacles that are related to the students, tutors, learning environment and other stakeholders. We can overcome these obstacles by more training sessions for tutors and students. In addition, the construction of PBL curriculum should be based on a community-oriented approach because it depends on the priorization of common health problems in the surrounding community.
Perceptions regarding Problem-Based Learning as a Teaching Learning Strategy among medical students
National journal of integrated research in medicine, 2016
Background & Objectives: Problem-based learning (PBL) in medical education can be considered as the most significant innovation in educational tools in the past 35 years. This study was conducted to evaluate the students' perceptions regarding PBL which will provide inputs to rectify the curriculum. Methods: The study was conducted in two years on two batches of 100 students each. Six PBL exercises on different topics were successively allotted to each batch of students in groups of 15-18. At the end of each year, the students were asked to fill a 21- item questionnaire on a 5-point Likert scale, regarding their perceptions for PBL. The mean/median scores of ≥3 was considered as positive attitude towards PBL Results: For 20 items related to PBL as T-L strategy and its effect on professional attitude, the mean/median scores was observed to be ≥3. Mean score of 2.04 and median score of 2 was found for the item that considered PBL as a waste of time; reinforcing the liking for PBL....
Problem Based Learning: Learning from the Experiences of Medical Students
2020
Introduction: Problem based learning (PBL) is student centered learning approach that has been implemented in many medical colleges. Since the literature has controversial takes on the utility of PBL, exploring student perspectives might share insights on the contextual merits and demerits of PBL approach. Aims & Objectives: To evaluate experience of medical students regarding PBL in hybrid integrated curriculum. Place and duration of study: May to June 2018 at two medical colleges of Lahore (Shalamar Medical College & University College of Medicine and Dentistry. Material & Methods: Descriptive cross sectional study conducted in May to June 2018 at two medical colleges. Sample size was 188 students of 1st and 2nd year MBBS of Institute 1 and 110 students of 1st and 2nd year MBBS of Institute 2. Pre validated questionnaire was distributed and students were asked to record their experience about PBL using a 5-point’s Likert scale. Data was analyzed by using non-parametric statistics....
2016
Background & Objectives: Problem-based learning (PBL) in medical education can be considered as the most significant innovation in educational tools in the past 35 years. This study was conducted to evaluate the students' perceptions regarding PBL which will provide inputs to rectify the curriculum. Methods: The study was conducted in two years on two batches of 100 students each. Six PBL exercises on different topics were successively allotted to each batch of students in groups of 15-18. At the end of each year, the students were asked to fill a 21-item questionnaire on a 5-point Likert scale, regarding their perceptions for PBL. The mean/median scores of ≥3 was considered as positive attitude towards PBL Results: For 20 items related to PBL as T-L strategy and its effect on professional attitude, the mean/median scores was observed to be ≥3. Mean score of 2.04 and median score of 2 was found for the item that considered PBL as a waste of time; reinforcing the liking for PBL. ...
Problem-based learning (PBL) has been introduced in the Phase 1 curriculum of Doctor of Medicine programme at Faculty of Medicine & Health Sciences, UCSI University since its inception in 2005. The main objective of this study was to investigate the perception of medical students on problembased learning sessions. A cross sectional study was conducted on a total of 115 medical students from June 2011 to June 2012. Forty nine (42.6%), 31(27%) and 35(30.4%) medical students from first, second and third years respectively participated in the study. The questionnaire included 23 statements to assess the benefits and disadvantages of PBL and the requirements in PBL sessions. Findings revealed that the majority agreed with statements on benefits-PBL motivates students for self-learning (80.9%), enhances discovery of learning issues (78.3%), provides critical thinking skills (71.3%), improves communication skills (80%) and enhances in obtaining new information (85.2%). Sixty percent (n=69) responded that PBL was time consuming and 84 (73.1%) noted that some students dominate while others are passive in the discussion. Overall positive perception on effectiveness of PBL on students' learning was obtained in 79 (68.7%) of respondents and the highest agreement was observed among the second year students (93.5%).
Problem Based Learning: A Review of Experiences of Medical Students
2019
The constructs for teaching Problem Based Learning are very different from traditional classroom or lecture teaching and often requires more preparation time and resources to support small group learning. This review is to assess the experiences of medical students about Problem Based Learning. This review is also to explore the experiences of medical students regarding their concerns and challenges about Problem Based Learning; assess medical students' perceived advantages and disadvantages about Problem Based Learning and explore medical students' knowledge and skills gained through Problem Based Learning. A thorough search of peer reviewed and grey literature from 1987 to 2016 yielded 76 publications that were synthesised and analysed. This review found out that Problem Based Learning could develop the flexible knowledge base of medical students; develop medical students' effective problem solving skills; develop medical students' self-directed lifelong learning skills. This review therefore concludes that the Problem Based Learning curriculum appears to be more effective in teaching medical courses as compared to other experiential approaches. More research is needed to identify more effective and efficient ways of improving the teaching of Problem Based Learning in Medical Schools.
Perception of Medical Students Regarding Problem Based Learning
2015
or more PBL sessions Intervention: a self-administered questionnaire comprising 15 close-ended questions with a 5-point Likert scale responses Main Outcome Measures: Student's perceptions and opinions Results: Overall, students had a positive perception towards all the items; self-learning, critical thinking, integration of basic concepts into clinical science, identifying gaps in knowledge and improved problem solving skills. The mean value of all items was 19.77 ± 2.61 out of 25. Students who perceived that PBL stimulates critical thinking and 90.4% agreed that PBL integrates basic science with clinical knowledge. Although 73.1% of students found that PBL motivates self-learning, majority disagreed about increasing the frequency of PBL. Also, most of students were against increasing marks allocated for the assessment of PBL. Almost three quarters of students realized the value of PBL in improving communication skills and interpersonal relations. Students who thought that PBL is a preferable teaching tool for clinical concepts amounted to 69.2%. Conclusion: Overall, students perceived PBL positively. While positive perception was maximum for integration of basic science into clinical knowledge and critical thinking, problem solving. Students also valued PBL in enhancing communication skills and promoting positive interpersonal relations. However, majority of students disagreed to have more frequent PBL sessions or to increase PBL exam marks.