Update on research and application of problem‐based learning in medical science education

Abstract

Problem-based learning (PBL) is a unique form of pedagogy dedicated to developing students' self-learning and clinical practice skills. After several decades of development, although applications vary, PBL has been recognized all over the world and implemented by many medical schools. This review summarizes and updates the application and study of PBL in medical education through the literature published between 1993 and early 2017. It focuses on understanding real medical PBL courses and ways to improve PBL to achieve better learning outcomes. PBL aims to develop lifelong skills to solve practical problems rather than limiting learning to theoretical knowledge. To achieve this goal, strict and reasonable procedures need to be designed and implemented. Rigorous monitoring and timely feedback and evaluation are indispensable to constant improvements and perfecting of the process. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(2):186-194, 2018.

Application of a novel teaching model integrating multiple teaching methods in periodontology education for Chinese undergraduates

“…Furthermore, they believed that TBL could improve their abilities to communicate with each other and solve difficulties. Previous studies have demonstrated that CBL, PBL and TBL can obtain excellent outcomes in various courses [27][28][29]. In this study, we integrated CBL, PBL and TBL with the flipped classroom to form an organic integrity: the FC-integration model.…”

Integrated clinical experience with concurrent problem-based learning is associated with improved clinical reasoning among physical therapy students in the United States

“…This fills a knowledge gap by not only examining the potential benefits of ICE on CR within physical therapy education, which is limited, but also by documenting the additional benefits of concurrent PBL, with detailed information about the implementation thereof. The positive attributes of PBL coursework were reinforced by Fan et al [7], who noted enhanced reflective practice and CR. Moreover, the utilization of PBL within curricula is of growing prominence as national physical therapy licensure examinations have steadily increased the number of case-based clinical questions to determine entry-level readiness [10].…”

“…Regrettably, assessments of CR during ICE within physical therapy education are sparse; the majority of investigations have been performed in other allied health fields [3,5,6]. Similarly, problem-based learning (PBL), a classroom model that creates a learner-centered environment where students solve complex clinical situations in a small-group format, has garnered significant attention [7]. Although assessments of the impact of PBL have varied, improved examination scores, social and cognitive domain performance, and self-reported CR have been noted, primarily in studies in the medicine, pharmacy, dental, nursing, and occupational therapy literature [7].…”

“…Similarly, problem-based learning (PBL), a classroom model that creates a learner-centered environment where students solve complex clinical situations in a small-group format, has garnered significant attention [7]. Although assessments of the impact of PBL have varied, improved examination scores, social and cognitive domain performance, and self-reported CR have been noted, primarily in studies in the medicine, pharmacy, dental, nursing, and occupational therapy literature [7]. Unfortunately, longitudinal assessments of CR in physical therapy education are limited [3], particularly those examining the implementation of ICE with concurrent PBL during the final year of didactic training [8].…”

“…Although ICE and PBL have benefits, several limitations have been noted [7]. Recent findings suggest while students’ overall perception of PBL is positive, students and faculty are faced with an increased preparation time, periods of potentially inadequate discussion, and instances of complaints about group size [7].…”