Does problem-based learning work? A meta-analysis of evaluative research
Abstract
The purpose of this review is to synthesize all available evaluative research from 1970 through 1992 that compares problem-based learning (PBL) with more traditional methods of medical education. Five separate meta-analyses were performed on 35 studies representing 19 institutions. For 22 of the studies (representing 14 institutions), both effect-size and supplementary vote-count analyses could be performed; otherwise, only supplementary analyses were performed. PBL was found to be significantly superior with respect to students' program evaluations (i.e., students' attitudes and opinions about their programs)--dw (standardized differences between means, weighted by sample size) = +.55, CI.95 = +.40 to +.70 - and measures of students' clinical performance (dw = +.28, CI.95 = +.16 to +.40). PBL and traditional methods did not differ on miscellaneous tests of factual knowledge (dw = -.09, CI.95 = +.06 to -.24) and tests of clinical knowledge (dw = +.08, CI.95 = -.05 to +.21). Traditional students performed significantly better than their PBL counterparts on the National Board of Medical Examiners Part I examination--NBME I (dw = -.18, CI.95 = -.10 to -.26). However, the NBME I data displayed significant overall heterogeneity (Qt = 192.23, p < .001) and significant differences among programs (Qb = 59.09, p < .001), which casts doubt on the generality of the findings across programs. The comparative value of PBL is also supported by data on outcomes that have been studied less frequently, i.e., faculty attitudes, student mood, class attendance, academic process variables, and measures of humanism. In conclusion, the results generally support the superiority of the PBL approach over more traditional methods. Acad. Med. 68 (1993):550-563.
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Meta-analysis by Albanese and Mitchell (1993) and Vernon and Blake (1993) concluded that problem-based learning was equal to traditional approaches in conventional tests of knowledge such as medical board examinations.
“A meta-analysis of 20 years of PBL evaluation studies was conducted by Albanese and Mitchell (1993), and also by Vernon and Blake (1993), and concluded that a problem-based approach to instruction was equal to traditional approaches in terms of conventional tests of knowledge (i.e., scores on medical board examinations)”
From Overview of Problem-based Learning: Definitions and Distinctions (2006) · cites this paper as Vernon and Blake (1993)
Students who studied using problem-based learning exhibited better clinical problem-solving skills.
“and that students who studied using PBL exhibited better clinical problem-solving skills.”
From Overview of Problem-based Learning: Definitions and Distinctions (2006) · cites this paper as Vernon and Blake (1993)
Vernon et al. conducted a meta-analysis of articles published between 1970 and 1992 and their results generally supported the superiority of the PBL approach over more traditional methods of medical education.
“Similarly, Vernon et al. conducted a meta-analysis of articles published between 1970 and 1992 and their results generally supported the superiority of the PBL approach over more traditional methods of medical education [136].”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [136]
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- Authors
- Vernon, D. T., & Blake, R. L.
- Affiliations
- University of Missouri (US)
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 1993-07
- Volume
- 68
- Issue
- 7
- Pages
- 550-63
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W2075416894
- Cited by
- 1,456
- References
- 0
- Citations by year
- 2026: 8 · 2025: 11 · 2024: 23 · 2023: 25 · 2022: 23 · 2021: 27 · 2020: 48 · 2019: 57 · 2018: 42 · 2017: 79 · 2016: 60 · 2015: 63 · 2014: 64 · 2013: 60 · 2012: 62
- FWCI
- 23.90
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Academic Medicine (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, medical education, traditional lecture-based teaching, student attitudes, clinical performance, factual knowledge, clinical knowledge, program evaluation, faculty attitudes, humanism, class attendance
- MeSH terms
- Clinical Competence, Curriculum, Education, Medical, Undergraduate, Educational Measurement, Evaluation Studies as Topic, Humans, Learning, Problem Solving, Students, Medical, United States
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