Problem-based Learning In Medical Education Research Articles

Enhancing problem-based learning in medical education: Integrating community engagement for sustainable practices

Enhancing problem-based learning in medical education: Integrating community engagement for sustainable practices

Medical education challenges in Mainland China: An analysis of the application of problem-based learning

Background The medical education system in mainland China faces numerous challenges and the lack of learner-centered approaches may contribute to passive learning and reduced student engagement. While problem-based learning (PBL) is common in Western medical schools, its feasibility in China is questioned due to cultural differences. This systematic review aims to summarize the application of PBL in medical education in mainland China based on existing literature, as well as to identify the challenges and opportunities encountered in its implementation. Methods A systematic literature review was conducted using electronic databases, including MEDLINE, Cochrane Library, EMBASE, Web of Science, Wan fang and CNKI databases. Grey literature sources were explored using Google Scholar. The search was limited to articles that include at least one English abstract up to May 1st, 2023. The inclusion criteria were studies that reported the use of PBL in medical education in mainland China. Results A total of 21 articles were included in the final analysis. The findings indicate that PBL is a well-adopted and effective learning method in most medical education, especially for developing critical thinking, problem-solving, and teamwork skills. However, the application of PBL in mainland China is limited due to various challenges, including faculty resistance, inadequate resources and cultural barriers. To effectively address these challenges, it is essential to provide faculty training, develop appropriate assessment methods to evaluate student progress within the PBL framework and create conducive spaces and resources that support collaborative learning and critical thinking. Conclusion The utilization of PBL in mainland China holds potential for enhancing medical education. However, its successful implementation requires significant efforts to address the identified challenges. It is crucial to engage stakeholders in a collaborative effort to promote the application of PBL and ultimately improve the quality of medical education in mainland China.

Problem-Based Learning in Medical Education: A Global Research Landscape of the Last Ten Years (2013-2022).

Problem-based learning (PBL) constructs a curriculum that merges theory and practice by employing clinical scenarios or real-world problems. Originally designed for the pre-clinical phase of undergraduate medicine, PBL has since been integrated into diverse aspects of medical education. Therefore, this study aims to map the global scientific landscape related to PBL in medical education in the last ten years. We combined bibliometrics and network analysis to analyze the metadata of related research articles published between 2013 and 2022 and indexed in the Web of Science Core Collection. Our results show an annual publication rate of 9.42%. The two main journals disseminating research on this subject are BMC Medical Education and Medical Teacher. Education & Educational Research and Health Care Sciences & Services are the two most frequent research areas, and also the two most central nodes of the related network. The USA and China are the most publishing countries, while the Netherlands and Canada are the most collaborative. The Maastricht University holds the position of most publishing and collaborative research organization. The University of California ranks second in publications, while the University of Toronto is the second most central research organization. Our study provides an overview of the last ten years of publications related to PBL and medical education, and we hope it can be of interest to educators, researchers, and students involved with this subject. The online version contains supplementary material available at 10.1007/s40670-024-02003-1.

A Bibliometric Analysis of the 100 Most Cited Articles on Problem-Based Learning in Medical Education.

Problem-based learning (PBL) is an instructional approach used in medical education that is characterized by solving problems in small groups with tutor guidance. More than 50years since PBL's inception, many questions remain to be addressed about its processes and learning outcomes. The purpose of the study was to examine the bibliometric characteristics of the 100 most cited articles on PBL in medical education and to identify landmark papers that have made significant contributions to PBL research. Results were systematically reviewed for citation frequency, publication year, journal, article type, article focus, authors, author collaboration, and country collaboration. The number of citations ranged from 81 to 3531 times cited with 31,041 total citations. The articles were contributed by 211 authors in 23 journals and most articles (68%) were published in Medical Education, Academic Medicine, and Medical Teacher. The majority of the articles (71%) originated from Netherlands, Canada, and the United States and six prolific authors were identified. Almost half of the articles are classified as empirical research. Article foci included theoretical foundations of PBL, curriculum design, learning outcomes and processes, tutors, assessment, guides to PBL implementation, commentaries, and student well-being. The strong author and country collaborations indicate continued global interest in the PBL instructional method, which is likely to remain an active topic of research as the evidence of its effectiveness over traditional instructional methods as well as its most impactful components is inconclusive.

Interprofessional education in problem-based learning: A frontier form of PBL in medical education.

Interprofessional education (IPE) aims to educate healthcare students to improve collaboration and the quality of care. The delivery of IPE through a problem-based learning (PBL) setting appears to hold good validity. However, there are few studies that show the value of combining these two teaching modes. The research was a longitudinal intervention study. A total of 360 students were randomly divided into three interprofessional PBL (IPBL) groups that mixed nursing, pharmacy, and clinical medical students and three uniprofessional PBL (UPBL) groups that consisted of a single profession. An improved Attitude and Learning Ability Questionnaire (ALAQ) was used to measure the improvement in attitudes toward interprofessional cooperation and learning outcomes. The tutorial session and final examination grades were compared between IPBL and UPBL by Chi-square tests and Cochran-Mantel-Haenszel tests. Cronbach's α analysis was calculated to assess the validity and reliability. Cronbach's alpha coefficient of the questionnaire was 0.887, demonstrating high levels of reliability (95% confidence interval [CI]: 0.842 0.916). According to Chi-square tests and Cochran-Mantel-Haenszel tests, we observed the student's positive attitudes toward interprofessional collaboration and the student's role awareness in the IPBL students was increased compared with UPBL students. In addition, a great majority of IPBL students felt that they had improved their self-learning ability and maintained a high enthusiasm for learning during the course. Our study found that the IPBL teaching model was more effective than the UPBL teaching model in healthcare student's positive attitudes toward interprofessional collaboration and learning outcomes.

Piloting a constructive feedback model for problem-based learning in medical education.

PurposeConstructive feedback is key to successful teaching and learning. The unique characteristics of problem-based learning (PBL) tutorials require a unique feedback intervention. Based on the review of existing literature, we developed a feedback model for PBL tutorials, as an extension of the feedback facilitator guide of Mubuuke and his colleagues. This study was aimed to examine the perceptions of students and tutors on the feedback model that was piloted in PBL tutorials.MethodsThis study employed a qualitative research design. The model was tested in nine online PBL sessions, selected using the maximum variation sampling strategy based on tutors’ characteristics. All sessions were observed by the researcher. Afterwards, tutors and students in the PBL sessions were interviewed to explore their perceptions of the model.ResultsThree themes were identified based on the perceptions of the tutors and students: cognitive changes, behavioral changes, and challenges of the use of the feedback model. Both tutors and students benefited from improved cognition and behavior. However, the use of the feedback model still encountered some challenges, such as limited sources of feedback data, flexibility and adaptability of the model, content of feedback delivered, students’ characteristics and performance, tutors’ characteristics and self-perceptions, and supportive infrastructure.ConclusionThe model can be used as a reference for tutors to deliver constructive feedback during PBL tutorials. The challenges identified in using the constructive feedback model include the need for synchronized guidelines, ample time to adapt to the model, and skills training for tutors.

Twelve Tips for Re-imagining Problem-based Learning in Medical Education for the COVID-19 Era and Beyond.

This article was migrated. The article was marked as recommended. In 2020, the COVID-19 pandemic led to an almost overnight adoption of online learning across medical schools worldwide. The initial experience proved jarring and challenging for students and medical educators alike, with neither side familiar with the new tools thrusted upon them. Over time, it became apparent that the adaptations made catalysed a long overdue systemic re-examination of the way medical education has been, and should be, delivered. So far, COVID-19 has served as a strong impetus for education institutes to incorporate commercially available and widely accessible communication platforms, including Zoom, to effectively deliver didactic lectures and interactive tutorials in the digital space. At our institution, the University of Hong Kong Li Ka Shing Faculty of Medicine (HKUMed), one such example is the problem-based learning (PBL) tutorial, the format of which has largely remained unchanged since its introduction two decades ago. By closely examining our offline-to-online transition, we have been able to identify certain pitfalls when attempting to translate traditional tutorials to the digital space; key considerations concerning the online facilitator-learner experience, and enhancements for more effective learning. In this article, we present twelve tips rooted in our experience as learners and teachers that should make PBL sessions more fruitful for everyone involved.

Self-Learning Skills and Problem-Based Learning in Medical Education: Case Study

The present research aims to explore the impact of “problem-based learning” on “self-learning skills” of students in the College of Medicine, Prince Sattam Bin Abdulaziz University. We use analytical descriptive method and applied the scale of “self-learning skills” on the study sample including 114 students from Medicine College divided into two groups. The first group is consisted of 63 students from third and fourth levels who are taught through problem-based learning. The second group is comprised of 51 students from fifth and sixth levels who are taught through traditional methods. The results of the study have showed that statistically significant differences are found between the both groups and put problem-based learning is found superior over the traditional one. Moreover, we find that the effect degree of strategy on the self-learning skills is varied. The effects are found strong on skill-development of information management and implementation of learning strategies. While, moderate impacts are found on Attitude Towards Learning (ATL), Learning Responsibility )LR(, Motivation and Self-confidence (MS), ability to Plan Learning (PL), ability to Use Learning Opportunities (ULO), Assessment of Learning Process (ALP) and evaluation of learning of success/results.

How to Apply Problem-Based Learning in Medical Education? A Critical Review

How to Apply Problem-Based Learning in Medical Education? A Critical Review

How to Apply Problem-Based Learning in Medical Education? A Critical Review

Problem-based learning (PBL) is a cornerstone of modern medical education. Principles of PBL are the construction of knowledge, prior knowledge activation, organization of knowledge, elaboration of knowledge, stepwise transfer across contexts and cooperation with other learners. It provides the ability to identify the knowledge, generate and analyze hypotheses that lead to the differential diagnosis of the case according to the complaint of the patient by using history taking, physical exam, and investigations. Application of any innovation such as PBL faces many challenges and obstacles that are related to the students, tutors, learning environment and other stakeholders. We can overcome these obstacles by more training sessions for tutors and students. In addition, the construction of PBL curriculum should be based on a community-oriented approach because it depends on the priorization of common health problems in the surrounding community.

Fifty Years on: A Retrospective on the World's First Problem-based Learning Programme at McMaster University Medical School

There are many false ideas and a prioris about the history of problem-based learning in medical education, stemming from a dearth of historical studies of PBL. This study was conducted at McMaster University Faculty of Health Sciences and offers rigorous historical account of the first problem-based programme and lessons to be drawn from it. Archival data, oral history data from interviews with key participants to the history of McMaster and contemporary publications were triangulated using an inductive and hermeneutic method of historical analysis to produce the historical narrative in this paper. The key findings of this study are (1) PBL was founded by five disgruntled doctors in a time of global change; (2) McMaster did not pioneer the integrated systems approach, but it made it an integral part of problem-based learning; (3) The early PBL curriculum was fluid and variable (4) McMaster offered a loose educational structure dominated by small group learning; (5) The distinctive feature of problem-based learning, compared with all other progressive education methods, was the use of realistic problems at the start of the learning process; (6) Lectures and other top-down modes of knowledge transfer were conclusively not welcome at McMaster (7) Summative assessment was absent from the first problem-based learning programme.

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

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.

Implementation of problem-based learning in medical education in Korea.

PurposeThis study aims to identify how problem-based learning (PBL) has been implemented in Korean medical education, and how it is evaluated by each medical school.MethodsFor this study, a total of 40 medical schools in Korea were surveyed via e-mail. The survey tool was a questionnaire consisting of 22 questions which was developed independently by the researchers.ResultsOf the 40 medical schools, 35 schools were implementing PBL programs in their medical curriculum, while five were found not currently to be running the program. A large number of the schools which introduced PBL (30 schools, 85.7%) used a hybrid PBL model. In over 70% of the medical schools surveyed, professors evaluated the effects of PBL as positive. Most medical schools (85.7%) stated they would maintain or expand their use of PBL. However, the lack of understanding and skeptical attitude of the faculty on PBL, the lack of self-study time and passive attitude of students, insufficiency of good PBL cases, and the perfunctory PBL introduction for school accreditation interfere with the successful PBL.ConclusionPBL has been incorporated in Korean medical curriculum as hybrid PBL type. It is analyzed that intensive tutor training and good PBL case development are necessary for the success and effective operation of PBL.

The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework

The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework

Problem-Based Learning: a Time to Reflect and Remediate

Purpose: Problem Based Learning (PBL) has become a widely accepted learning method due to its student-centred philosophy and non-didactic nature. While there are recognized benefits of PBL, there is equal concern about the problems which arise during execution. After several cycles of implementation or reviews, schools should be able to determine whether PBL is effective for their institution, if not, it may be useful to reflect on the challenges and consider remediation. Methods: The rationalization for this motion is discussed based on the status of PBL in medical education, the various types of PBL, the problem cases, cultural contexts, facilitators’ skills, learning spaces and alternative teaching and learning methods. Results and Conclusion: We conclude that educational strategies may be relooked and redesigned consistently to best suit the purpose. We do not suggest that all schools drop PBL, however, it is worthwhile to consider remediation or alternatives, if PBL is found to not effectively achieve the learning outcomes. The principles of constructive, contextual, collaborative and self-directed learning should continue to be the foundation for devising such educational strategies.

医学教育におけるproblem-based learning(問題中心型学習)の導入 : 医師の「専門性」構築プロセスについての考察

医学教育におけるproblem-based learning(問題中心型学習)の導入 : 医師の「専門性」構築プロセスについての考察

Efficiency of Problem-Based Learning in Medical Education: Views of Tutors and Students

Efficiency of Problem-Based Learning in Medical Education: Views of Tutors and Students

Motivational Influences of Using Peer Evaluation in Problem-Based Learning in Medical Education

This study investigates the ways in which medical students’ achievement goal orientations (AGO) affect their perceptions of learning and actual learning from an online problem-based learning environment, Calibrated Peer ReviewTM. First, the tenability of a four-factor model (Elliot & McGregor, 2001) of AGO was tested with data collected from medical students (N = 137). Then, a structural regression model relating the factors of AGO to students’ perceptions of grading fairness, judgments of learning, and scoring accuracy was tested. The results indicate that student engagement and success in diagnosing a patient’s presentation using a peer feedback-rich web-based PBL environment is somewhat dependent on student motivation. Theoretical and practical implications, in terms of problem-based learning environments in medical education, are discussed.

A Scientometric Analysis of Problem-Based Learning in Medical Education in Medline and Web of Science

Introduction: Scientometrics is one of the most effective ways of investigating and quantifying research in academic databases. It can help examine the scientific output of various countries, and the authors’ and articles’ impacts on different subject areas can be determined. The main objective of this study was to analyze global scientific productions of problem-based learning (PBL) found in scientific productions indexed in the Web of Science (WoS) and PubMed databases from 2003-2013. Methods: PubMed and WoS were searched for PBL-related articles with the keywords Problem Based Learning AND Medical Education, excluding the keyword problem solving. The analysis was done based on scientometric indicators, like number of publications, citation count and Journals Impact Factor. Results: Among the countries publishing research in PubMed and WoS, the USA was the most prominent producer, was identified as a leading and active contributor among others in the field of medicl education. A statistically significant relationship was found between geographical distribution of continents and PBL application in the specific field, authors’ articles and the continents of authors’ affiliations.Conclusion: Attention should be paid to the importance of problem-based learning in medical education, especially in developed countries, because a growing body of research suggests that it is necessary to train students who are researchers and can meet the needs of society.

Problem-based learning in medical education: one of many learning paradigms.

Problem-based learning in medical education: one of many learning paradigms.