Effectiveness of Problem-based Learning Curricula

Jerry A. Colliver

914 citations0/0 files storedAcademic Medicine

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Problem and Project Based Learning Innovations in Medical Education Biomedical and Engineering Education

Abstract

PURPOSE: This article provides a critical overview of problem-based learning (PBL), its effectiveness for knowledge acquisition and clinical performance, and the underlying educational theory. The focus of the paper is on (1) the credibility of claims (both empirical and theoretical) about the ties between PBL and educational outcomes and (2) the magnitude of the effects. METHOD: The author reviewed the medical education literature, starting with three reviews published in 1993 and moving on to research published from 1992 through 1998 in the primary sources for research in medical education. For each study the author wrote a summary, which included study design, outcome measures, effect sizes, and any other information relevant to the research conclusion. RESULTS AND CONCLUSION: The review of the literature revealed no convincing evidence that PBL improves knowledge base and clinical performance, at least not of the magnitude that would be expected given the resources required for a PBL curriculum. The results were considered in light of the educational theory that underlies PBL and its basic research. The author concludes that the ties between educational theory and research (both basic and applied) are loose at best.

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References

1984The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring 1993The Transition 1992The psychological basis of problem-based learning 1993Does problem-based learning work? A meta-analysis of evaluative research

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2005Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment 2011The process of problem‐based learning: what works and why 2006Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots 2000Effectiveness of problem‐based learning curricula: theory, practice and paper darts 2007The effects of problem-based learning during medical school on physician competency: a systematic review 2009A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels 2005Problem-based learning and self-efficacy: How a capstone course prepares students for a profession 2000Problem‐based learning: why curricula are likely to show little effect on knowledge and clinical skills

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