Responses to the pilot systematic review of problem-based learning

Abstract

for taking the time to read and comment on the report of the pilot systematic review and metaanalysis we completed. 3 Such responses are an indication that the report has been successful in at least 2 of its goals: it has stimulated further debate about the effectiveness of problem-based learning (PBL) and how it should be evaluated, and it has encouraged the improvement of studies aimed at answering this question. We would find it difficult to disagree with many of the points made by the authors of these commentaries, given that we made many of them ourselves in the report. We would like to encourage readers to view the report for themselves on the LTSN-01 (Learning and Teaching Subject Network for Medicine, Dentistry and Veterinary Medicine) website at http://www. ltsn-01.ac.uk/resources/features/pbl.The report has been successful in a least 2 of its goals: it has stimulated further debate about the effectiveness of problem-based learning and how it should be evaluated, and has encouraged the improvement of studies aimed at answering this question It is perhaps useful to state the review group's primary objective for this pilot study. This is: ÔTo establish the evidence provided by existing published reviews about the effectiveness of PBL…when compared to other non-PBL teaching and learning strategies.Õ The above respondents suggest that such a question is invalid. We must disagree. As teachers and curriculum developers using approaches that have been labelled PBL, we are concerned with this question, as are our colleagues and our students. We want to know what actions, values, behaviours, roles and environments we should adopt in order to maximise the success of our students. In our view, it is disingenuous of those who carry out research in this field or advocate the adoption of PBL curricula to pretend that the question of the relative benefits of different approaches is not a valid concern. In fact, the authors have made such arguments themselves. Dolmans and Schmidt, for example, argue that PBL helps students develop richer mental models. 4 The claim itself is indicative of a comparison: ÔricherÕ than what or when? The report thus had a particular goal in mind and chose a methodology appropriate to answering that question. This in no way implies a rejection of other methods, nor does it imply a rejection of student-centred or Ôcon-structivistÕ approaches to teaching or research. The ÔconstructivismÕ referred by Diana Dolmans should best be viewed as an umbrella term covering a range of theoretical approaches and as such does not predict any particular method of teaching and ⁄ or research method as most appropriate. 5We want to know what actions, values, behaviours, roles and environments we should adopt to maximise the success of our studentsThe focus on experimental and quasi-experimental research designs in our review does not imply that other research approaches are less valuable or important. Qualitative studies are required to help us understand the teaching and learning that occur in the different a...

Retracted: Learning in troubleshooting of automotive braking system: A project‐based teamwork approach

“…While project-based learning and problem-based learning (Atan, Sulaiman & Idrus, 2005;Gijbels, Dochy, Van den Bossche & Segers, 2003;Jonassen, 2000;Newman et al, 2004;Norman & Schmidt, 2000) share much in common, they are two distinct approaches to learning. The problem-based learning is a total approach of education and involves a constructivist approach to learning (Gijbels et al, 2003;Harper-Marinick, 2001;Jonassen, 2000).…”

“…The emphasis of PBL is that students learn through the process of solving so called 'real-world' problems. The features of PBL regarded as essential for enhancing student learning are learning in context, elaboration of knowledge through social interaction, emphasis on metacognitive reasoning and self-directed learning (Atan et al, 2005;Newman et al, 2004). Using PBL, students acquire life-long learning skills which include the ability to find and to make use of the appropriate learning resources.…”

Effects of conventional and problem-based learning on clinical and general competencies and career development

“…For medical educators these outcomes may seem somewhat disappointing. Consequently, it is not surprising that these reviews have fuelled ongoing debate on PBL 6–9 . Some researchers have argued that most reviews are too strict and educational interventions are too complex to be evaluated by randomised controlled trials 4,6 .…”

The effects of problem-based learning during medical school on physician competency: a systematic review

“…We selected studies if they met the following inclusion criteria: use of problem-based learning as a teaching method in medical school, assessment of study population after graduation from medical school (including first-year residents and pre-registration house-staff) and use of a control group 19 from a traditional (non-problem-based learning) curriculum. We excluded studies that were qualitative, involved nonphysicians, assessed competency before graduation, used problem-based learning only during postgraduate medical education or reported combined outcomes for medical students and postgraduate trainees.…”