An initial experiment in haematology instruction using the problem-based learning method in third-year medical training in France
Abstract
We present an initial experiment in the teaching of haematology using the problem-based learning technique in the third year of medicine at the Bobigny Faculty of Medicine (Université Paris-Nord). This new approach to the clinical and bioclinical teaching of medicine is used in several hundred medical faculties throughout the world. It is based on students' integrated learning of concepts (scientific, clinical, psycho-social) through patient problems. The method alternates group meetings with a tutor and individual learning. Sixty-eight students with no previous training in haematology and eight tutors (eight groups) took part in this experiment, which lasted five weeks (with no other teaching) and enabled them to study ten patient problems representing the bulk of the objectives pursued in this discipline. The preparation of students and teachers for this experiment is described, as well as its conduct and the results obtained. These show that the problem-based learning students performed better in their clinical problem-solving examinations than did students from a previous year who had been taught using traditional methods for the same period of time. The comparison does not indicate, however, that problem-based learning students had any advantage in the acquisition of factual information. The high degree of satisfaction of the students beginning their third year and of tutors in respect of this experiment constitutes a very favourable point. The limitations of the experiment and the teaching method itself are also discussed.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
All studies have shown that PBL is more effective than lecture-based learning in problem-solving skills.
“All studies have shown that PBL is more effective than lecture-based learning in problem-solving and self-learning skills [18, 24, 40, 48, 67, 75, 93, 104, 124].”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [18]
All studies have shown that PBL is more effective than lecture-based learning in self-learning skills.
“All studies have shown that PBL is more effective than lecture-based learning in problem-solving and self-learning skills [18, 24, 40, 48, 67, 75, 93, 104, 124].”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [18]
Cites
Petersdorf, R. G. (1993) · Academic Medicine · doi:10.1097/00001888-199301000-00012 · Cited by 2,503 · see citing works
Does problem-based learning work? A meta-analysis of evaluative research
Vernon, D. T., & Blake, R. L. (1993) · Academic Medicine · doi:10.1097/00001888-199307000-00015 · Cited by 1,456 · see citing works
Problem‐based learning: measurable outcomes
Thomas, R. E. (1997) · Medical Education · doi:10.1046/j.1365-2923.1997.00671.x · Cited by 126 · see citing works
Mennin, S. P., Friedman, M., Skipper, B., Kalishman, S., & Snyder, J. (1993) · Academic Medicine · doi:10.1097/00001888-199308000-00012 · Cited by 103 · see citing works
Lawrence, S. L., Grosenick, D. J., SIMPSON, D. E., & Susteren, T. J. V. (1992) · Teaching and Learning in Medicine · doi:10.1080/10401339209539570 · Cited by 8 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03154-8 · Cited by 473 · see citing works
Problem-based learning in pre-clinical medical education: 22 years of outcome research
Hartling, L., Spooner, C., Tjosvold, L., & Oswald, A. (2010) · Medical Teacher · doi:10.3109/01421590903200789 · Cited by 191 · see citing works
Teaching and learning pathology: a critical review of the English literature
Marshall, R. J., Cartwright, N., & Mattick, K. L. (2004) · Medical Education · doi:10.1111/j.1365-2923.2004.01775.x · Cited by 91 · see citing works
Teaching contraception: An interactive presentation using Managing Contraception
Cwiak, C. A., Edelman, A. B., Hatcher, R. A., Zieman, M., Nichols, M. D. N., Jensen, J. T., Emmons, S. L., & Khan, I. M. (2004) · American Journal of Obstetrics and Gynecology · doi:10.1016/j.ajog.2004.07.065 · Cited by 13 · see citing works
Quesnay, P., & Gagnayre, R. (2025) · Carrefours de l éducation · doi:10.3917/cdle.059.0045 · Cited by 3 · see citing works
Self-citationProblem-based learning in medical degree teaching: a scoping reviewPreprint
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2021) · Research Square · doi:10.21203/rs.3.rs-514038/v1 · Cited by 3 · see citing works
Developing a framework for an undergraduate haematology curriculum in a Faculty of Health Sciences
Stefan, D. C. (2010) · SUNScholar (Stellenbosch University) · Cited by 2 · see citing works
Perceptions of Students about Problem Based Learning at the College Level in Faisalabad
Ali, S., Aslam, S., Qayyum, A., Hina, H., Nasir, H., Saleem, R., Khan, S. I., Manzoor, A., & Nawaz, N. (2023) · Journal of Education and Social Studies · doi:10.52223/jess.20234111 · Cited by 1 · see citing works
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022) · Figshare · doi:10.6084/m9.figshare.19194104
- Authors
- Casassus, P., Hivon, R., Gagnayre, R., & d’Ivernois, J. F.
- Affiliations
- Hôpital Avicenne (FR)
- Université de Sherbrooke (CA)
- Université Sorbonne Paris Nord (FR)
- Venue
- Hematology and Cell Therapy
- Published
- 1999-08
- Volume
- 41
- Issue
- 4
- Pages
- 137-144
- ISSN
- 1269-3286 (ISSN-L)
- 1279-8509
- OpenAlex
- W2074181972
- Cited by
- 10
- References
- 5
- Citations by year
- 2025: 1 · 2023: 1 · 2022: 2 · 2021: 1 · 2017: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Hematology and Cell Therapy (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Physical Sciences › Engineering › Biomedical Engineering › Biomedical and Engineering Education
- Keywords
- problem-based learning, hematology education, medical students, clinical problem solving, student satisfaction
- MeSH terms
- Analysis of Variance, Education, Medical, Undergraduate, Educational Measurement, Female, France, Hematology, Humans, Male, Surveys and Questionnaires, Problem-Based Learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
