Problem-Based Learning and Medical Education Forty Years On Journal Articles

abstract

• 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.

authors

• Neville, Alan

status

• published 

publication date

• 2009

has subject area

• 1117 Public Health and Health Services (FoR)
• Clinical Competence (MeSH)
• Cognition (MeSH)
• Education, Medical, Undergraduate (MeSH)
• Humans (MeSH)
• Knowledge (MeSH)
• Microbiology (Science Metrix)
• Models, Educational (MeSH)
• Problem-Based Learning (MeSH)

published in

• Medical Principles and Practice  Journal

keywords

• Clinical Competence
• Cognition
• Education, Medical, Undergraduate
• Humans
• Knowledge
• Models, Educational
• Problem-Based Learning

Digital Object Identifier (DOI)

• 10.1159/000163038

PubMed ID

• 19060483

start page

• 1

end page

• 9

volume

• 18

issue

• 1