Abstract
BackgroundProblem-Based Learning (PBL) is an instructional method of hands-on, active learning centered on investigating and resolving messy, real-world problems. This study aims to systematically analyze the current status and hotspots of PBL research and provide insights for research in the field.MethodsProblem-based learning-related publications were retrieved from the Web of Science Core Collection using “Problem-Based Learning”. Annual publications, countries, institutions, authors, journals, references, and keywords in the field were visually analyzed using the R, VOSviewer, and Microsoft Excel 2019 software.ResultsA total of 2,790 articles and reviews were analyzed, with a steady increase in publications in the field of PBL. Overall, the United States was the major contributor to the study of PBL. Van Der Vleuten CPM was the key researcher in this field. Moreover, most of the publications were published in Medical Education. Keyword analysis showed that current research hotspots focus on the extensions of PBL teaching mode, application of PBL teaching method, and reform of PBL.ConclusionResearch on PBL is flourishing. Cooperation and exchange between countries and institutions should be strengthened in the future. These findings will provide a better understanding of the state of PBL research and inform future research ideas.
Highlights
Problem-based learning (PBL) is a pedagogy that has received widespread attention in recent years (Albanese and Mitchell, 1993)
PBL first originated in medical education in the 1960s at the medical school at McMaster University in Canada (Jones, 2006) and has since been promoted and modified in more than 60 medical schools (Servant-Miklos et al, 2019)
PBL has been widely used in business, dentistry, health sciences, law, engineering, education (Huth et al, 2021; Kühner et al, 2021; Michalsky and Cohen, 2021)
Summary
Problem-based learning (PBL) is a pedagogy that has received widespread attention in recent years (Albanese and Mitchell, 1993). It emphasizes setting learning into complex problem situations, allowing learners to solve authenticity problems collaboratively, understand the scientific knowledge implicit behind the problems (Wood, 2003; Dolmans et al, 2005). In addition to course content, PBL can promote the development of critical thinking skills, problemsolving abilities, and communication skills (van der Vleuten and Schuwirth, 2019). It can allow working in groups, finding and evaluating research materials, and life-long learning (Compton et al, 2020). This study aims to systematically analyze the current status and hotspots of PBL research and provide insights for research in the field
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