Abstract
BackgroundNorth American medical schools have used problem-based learning (PBL) structured medical education for more than 60 years. However, it has only recently been introduced in other medical schools outside of North America. Since its inception, there has been the debate on whether the PBL learning process predisposes students to select certain career paths.ObjectivesTo review available evidence to determine the predisposition of specific career paths when undertaking a PBL-based medical curriculum. The career path trajectory was determined as measured by official Matching Programs, self-reported questionnaires and surveys, and formally defined career development milestones.MethodsA systematic literature review was performed. PubMed, Medline, Cochrane and ERIC databases were analysed in addition to reference lists for appropriate inclusion.ResultsEleven studies fitting the inclusion criteria were identified. The majority of studies showed that PBL did not predispose a student to a career in a specific speciality (n = 7 out of 11 studies, 64%). However, three studies reported a significantly increased number of PBL graduates working in primary care compared to those from a non-PBL curriculum.ConclusionsPBL has been shown not to predispose medical students to a career in General Practice or any other speciality. Furthermore, a greater number of similar studies are required before a definitive conclusion can be made in the future.
Highlights
North American medical schools have used problem-based learning (PBL) structured medical education for more than 60 years
Three studies reported a significantly increased number of PBL graduates working in primary care compared to those from a non-PBL curriculum
79% of physicians from a PBL curriculum were working in primary care or a mixture of primary No care/non-primary care vs 67% from a non-PBL curriculum
Summary
North American medical schools have used problem-based learning (PBL) structured medical education for more than 60 years. The theory behind PBL lies in creating a curriculum that orientates students towards lifelong learning and a realistic approach to knowledge accruement It was originally designed and piloted by two North American medical schools in the 1950s and 1960s, Case Western Reserve. Driven by what was seen as a gap in the education being offered at McMasters to students during their neurology clinical rotations, Barrows and Tamblyn worked to create a PBL-based programme. They believed it allowed students an opportunity to integrate knowledge across subjects and simultaneously learn critical problem-solving skills. After the integration of PBL into medical curricula, other professions including nursing and engineering began to adopt PBL [6, 7]
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