Abstract
The constructs for teaching Problem Based Learning are very different from traditional classroom or lecture teaching and often requires more preparation time and resources to support small group learning. This review is to assess the experiences of medical students about Problem Based Learning. This review is also to explore the experiences of medical students regarding their concerns and challenges about Problem Based Learning; assess medical students’ perceived advantages and disadvantages about Problem Based Learning and explore medical students’ knowledge and skills gained through Problem Based Learning. A thorough search of peer reviewed and grey literature from 1987 to 2016 yielded 76 publications that were synthesised and analysed. This review found out that Problem Based Learning could develop the flexible knowledge base of medical students; develop medical students’ effective problem solving skills; develop medical students’ self-directed lifelong learning skills. This review therefore concludes that the Problem Based Learning curriculum appears to be more effective in teaching medical courses as compared to other experiential approaches. More research is needed to identify more effective and efficient ways of improving the teaching of Problem Based Learning in Medical Schools. Keywords: Problem Based Learning, Review, Experiences, Medical Students, Methodology DOI : 10.7176/JEP/10-21-09 Publication date :July 31 st 2019
Highlights
Introduction Problem BasedLearning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open ended problem found in trigger material
3.0 Findings A great deal of knowledge emerged from this review of evidence which is presented in headings as the concerns and challenges about Problem BasedLearning (PBL), the advantages and disadvantages of PBL and the knowledge gained by medical students through PBL
While suffering mixed perceptions and results in practice, PBL has been introduced in a number of medical schools in several Asian countries, including South Korea (Kim et al, 2004), Hong Kong, Taiwan, Singapore, and Japan (Servant, 2013), with the hope that PBL would enhance the quality of students’ learning experiences
Summary
Introduction Problem BasedLearning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication. The PBL process was developed for medical education and has since been broadened in applications for other programmes of learning. The process allows for learners to develop skills used for their future practice. It enhances critical appraisal, literature retrieval and encourages ongoing learning within a team environment
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