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Cited by 473Problem and Project Based LearningInnovations in Medical EducationBiomedical and Engineering Education

Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review

Open access
Trullàs, Joan Carles, Blay, Carles, Sarri, Elisabet, Pujol, Ramon·2022·BMC Medical Education
DOI 10.1186/s12909-022-03154-8PMC PMC8851721
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Abstract

Background: Problem-based learning (PBL) is a pedagogical approach that shifts the role of the teacher to the student (student-centered) and is based on self-directed learning. Although PBL has been adopted in undergraduate and postgraduate medical education, the effectiveness of the method is still under discussion. The author’s purpose was to appraise available international evidence concerning to the effectiveness and usefulness of PBL methodology in undergraduate medical teaching programs. Methods: The authors applied the Arksey and O’Malley framework to undertake a scoping review. The search was carried out in February 2021 in PubMed and Web of Science including all publications in English and Spanish with no limits on publication date, study design or country of origin. Results: The literature search identified one hundred and twenty-four publications eligible for this review. Despite the fact that this review included many studies, their design was heterogeneous and only a few provided a high scientific evidence methodology (randomized design and/or systematic reviews with meta-analysis). Furthermore, most were single-center experiences with small sample size and there were no large multi-center studies. PBL methodology obtained a high level of satisfaction, especially among students. It was more effective than other more traditional (or lecture-based methods) at improving social and communication skills, problem-solving and self-learning skills. Knowledge retention and academic performance weren’t worse (and in many studies were better) than with traditional methods. PBL was not universally widespread, probably because requires greater human resources and continuous training for its implementation. Conclusion: PBL is an effective and satisfactory methodology for medical education. It is likely that through PBL medical students will not only acquire knowledge but also other competencies that are needed in medical professionalism.

AI snapshot

Written from the paper’s full text.

TL;DR

This scoping review of 124 publications found that problem-based learning (PBL) in undergraduate medical education is generally effective and well received, especially by students. PBL was more effective than traditional lecture-based methods for social/communication, problem-solving, and self-learning skills, with academic performance and knowledge retention no worse and often better.

Key findings

  • Of 124 included publications, 71 measured learning and/or knowledge retention; 49 reported PBL superiority, 19 found no difference versus traditional curricula, and 3 reported PBL was less effective (two randomized studies favored simulation or lectures, and one was based on tutors’ opinion).
  • Student satisfaction was analyzed in 60 publications: 51 showed PBL was generally well received, while 9 reported neutral or negative overall satisfaction. Tutor satisfaction was analyzed in only 15 publications and was more neutral, with two publications unfavorable to PBL.
  • PBL was more effective than lecture-based learning for social and communication skills (5 studies, all positive), problem-solving, and self-learning (all studies positive); the four systematic reviews/meta-analyses included, all from China, favored PBL for knowledge and other skills.
  • Sample size was available in 99 publications, with a median of 132 participants [range 14–2061]. Study designs were heterogeneous: 45 surveys/questionnaires, 32 comparative non-randomized studies, 21 descriptive experiences, 16 randomized comparative studies, 5 expert opinions/editorials/comments, 4 systematic reviews/meta-analyses, and 1 narrative review.

Methods

  • Scoping review guided by Arksey and O’Malley’s five-stage framework and reported according to PRISMA Extension for Scoping Reviews.
  • Search conducted on 14 February 2021 in PubMed and Web of Science using MeSH terms “problem-based learning” and “Medicine” with AND; no limits on language, publication date, study design, or country of origin. Inclusion criteria required PBL as major topic, undergraduate medical students or tutors, and outcomes of academic performance, skills, and/or satisfaction; exclusions included postgraduate students, residents, other health non-medical specialties, and languages other than Spanish and English.
  • The search generated 2,399 references; 124 articles met inclusion criteria. Data were charted into a Microsoft Excel spreadsheet, and results were summarized narratively by main and secondary outcomes.

Limitations

  • The paper states that despite efforts to be comprehensive, some articles may have been missed; included studies were very heterogeneous, only a few had large samples or high scientific evidence methodology; most were single-center experiences and there were no large multi-center studies; and frequency of PBL sessions was not considered because most studies did not specify it.
  • Evident from the text: title, abstract, and full-text screening was performed independently by one author (JCT), with all authors discussing uncertain cases, which may increase selection risk. The inclusion of descriptive papers, opinion pieces, commentaries, and editorials also limits the strength of causal conclusions about effectiveness.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.1186/s12909-022-03154-8

Cites

132 of 132 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 93 cited sources checked · 0 supported · 0 flagged

  • Findingnone given

    PBL methodology obtained a high level of satisfaction, especially among students.

    “PBL methodology obtained a high level of satisfaction, especially among students.”
    Quote in the paperSubstantial claim
  • Findingown data

    The most frequently measured outcomes were academic performance followed by student satisfaction.

    “the most frequently measured outcomes were academic performance followed by student satisfaction”
    Quote in the paperNot a substantial claim
  • Findingown data

    Only a few included studies provided a high scientific evidence methodology (randomized design and/or systematic reviews with meta-analysis).

    “only a few provided a high scientific evidence methodology (randomized design and/or systematic reviews with meta-analysis).”
    Quote in the paperSubstantial claim
  • Findingown data

    Seventy-one of the 124 publications had learning and/or knowledge retention as a measured outcome.

    “Seventy-one of the 124 publications had learning and/or knowledge retention as a measured outcome”
    Quote in the paperNot a substantial claim
  • Findingown data

    The included studies had heterogeneous designs.

    “Despite the fact that this review included many studies, their design was heterogeneous”
    Quote in the paperNot a substantial claim
  • May combine two claims. 24
  • Classified as probably not a substantial claim. 34

  • May combine two claims.

    Findingown data

    There was high variability but great representability of almost all disciplines of medical studies among specified study subjects.

    “finding a high variability but at the same time great representability of almost all disciplines of the medical studies.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    These studies were varied in methodology, performed in different geographic zones, and normally analyzed the experience of just one education center.

    “These studies were varied in their methodology, were performed in different geographic zones, and normally analyzed the experience of just one education center.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    There were more participants in students' focused studies (median 134 and range 16-2061) than in tutors' studies (median 53 and range 14-494).

    “there were more participants in the students’ focused studies (median 134 and range 16–2061) in comparison with the tutors’ studies (median 53 and range 14–494).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Sixty publications analyzed student satisfaction with PBL methodology.

    “Sixty publications analyzed student satisfaction with PBL methodology.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The most frequent designs of selected studies were surveys or questionnaires (n = 45) and comparative studies (n = 48, only 16 randomized) with traditional or lecture-based learning methodologies.

    “The most frequent designs of the selected studies were surveys or questionnaires (n = 45) and comparative studies (n = 48, only 16 were randomized) with traditional or lecture-based learning methodologies”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The country with more publications was the United States of America (n = 27).

    “The country with more publications was the United States of America (n = 27).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Countries from the six continents were represented in this review.

    “Countries from the six continents were represented in this review.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Few studies were from Africa, Oceania and South America.

    “and few studies were from Africa, Oceania and South America.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The majority of publications (51, 41%) were identified for the years 2010-2020.

    “the majority of the publications (51, 41%) were identified for the years 2010–2020”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Forty-eight studies measured more than one outcome.

    “(48 studies measured more than one outcome)”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The most frequent methodology for student satisfaction studies were surveys or questionnaires (30 studies) followed by comparative studies with traditional or lecture-based methodology (19 studies, 7 randomized).

    “The most frequent methodology were surveys or questionnaires (30 studies) followed by comparative studies with traditional or lecture-based methodology (19 studies, 7 of them were randomized).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Most publications were from Asia (especially China and Saudi Arabia) and North America, followed by Europe.

    “Most of the publications were from Asia (especially China and Saudi Arabia) and North America followed by Europe”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Publication years of the final sample ranged from 1990 to 2020.

    “Publication years of the final sample ranged from 1990 to 2020”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The years with more publications were 2001, 2009 and 2015.

    “the years in which there were more publications were 2001, 2009 and 2015.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingcitation

    The four systematic reviews and meta-analysis included in this scoping review, all carried out in China, found that PBL was more effective than lecture-based learning in improving knowledge and other skills (clinical, problem-solving, self-learning and collaborative).

    “the four systematic reviews and meta-analysis included in this scoping review, all carried out in China, found that PBL was more effective than lecture-based learning in improving knowledge and other skills (clinical, problem-solving, self-learning and collaborative) [40, 51, 53, 58].”
    Quote in the paperSubstantial claim0 of 4 sources checked
    • cites [40] Ding X, Zhao L, Chu H, et al. Assessing the effectiveness of problem-based learning of preventive medicine education in China. Sci Rep. 2014;4:5126. https://doi.org/10.1038/srep05126. source

      Not checked in the free run.

    • cites [51] Zhang S, Xu J, Wang H, Zhang D, Zhang Q, Zou L. Effects of problem-based learning in Chinese radiology education: a systematic review and meta-analysis. Medicine (Baltimore). 2018;97: e0069. https://doi.org/10.1097/MD.0000000000010069. source

      Not checked in the free run.

    • cites [53] Ma Y, Lu X. The effectiveness of problem-based learning in pediatric medical education in China: a meta-analysis of randomized controlled trials. Medicine (Baltimore). 2019;98: e14052. https://doi.org/10.1097/MD.0000000000014052. source

      Not checked in the free run.

    • cites [58] Liu C-X, Ouyang W-W, Wang X-W, Chen D, Jiang Z-L. Comparing hybrid problem-based and lecture learning (PBL plus LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials. Medicine (Baltimore). 2020;99:e19687. https://doi.org/10.1097/MD.0000000000019687. source

      Not checked in the free run.

  • May combine two claims.

    Findingown data

    Of the three studies reporting PBL less effective, two were randomized (one favoring simulation-based learning and another favoring lectures).

    “two of them were randomized (in one case favoring simulation-based learning [80] and another favoring lectures [81])”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [80] Steadman RH, Coates WC, Huang YM, et al. Simulation-based training is superior to problem-based learning for the acquisition of critical assessment and management skills. Crit Care Med. 2006;34:151–7. https://doi.org/10.1097/01.CCM.0000190619.42013.94. source

      Not checked in the free run.

    • cites [81] Johnston JM, Schooling CM, Leung GM. A randomised-controlled trial of two educational modes for undergraduate evidence-based medicine learning in Asia. BMC Med Educ. 2009;9:63. https://doi.org/10.1186/1472-6920-9-63. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Sample size was available in 99 publications.

    “The sample size was available in 99 publications”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The search strategy generated 2399 references.

    “The searching strategy in our scoping study generated a total of 2399 references.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    In two studies the comparison was with simulation.

    “(in two studies the comparison was with simulation)”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The study subject was specified in 81 publications.

    “The study subject was specified in 81 publications”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Most of those 71 studies (n = 45) were comparative studies with traditional or lecture-based learning and 16 were randomized.

    “most of them (n = 45) were comparative studies with traditional or lecture-based learning and 16 were randomized.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingcitation

    Different experiences have demonstrated that it is both possible and feasible to shift from a traditional curriculum to a PBL program.

    “Different experiences have demonstrated that it is both possible and feasible to shift from a traditional curriculum to a PBL program”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    There are only 15 publications that analyze the satisfaction of tutors.

    “There are only 15 publications that analyze the satisfaction of tutors”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    Most tutor satisfaction publications were surveys or questionnaires.

    “most of them surveys or questionnaires [85, 88, 92, 98, 108, 110, 119].”
    Quote in the paperNot a substantial claim0 of 7 sources checked
    • cites [85] Bernstein P, Tipping J, Bercovitz K, Skinner HA. Shifting students and faculty to a PBL curriculum - attitudes changed and lessons learned. Acad Med. 1995;70:245–7. https://doi.org/10.1097/00001888-199503000-00019. source

      Not checked in the free run.

    • cites [88] Vincelette J, Lalande R, Delorme P, Goudreau J, Lalonde V, Jean P. A pilot course as a model for implementing a PBL curriculum. Acad Med. 1997;72:698–701. https://doi.org/10.1097/00001888-199708000-00015. source

      Not checked in the free run.

    • cites [92] Khoo HE, Chhem RK, Gwee MCE, Balasubramaniam P. Introduction of problem-based learning in a traditional medical curriculum in Singapore - students’ and tutors’ perspectives. Ann Acad Med Singapore. 2001;30:371–4.

      Not checked in the free run.

    • cites [98] Gurpinar E, Senol Y, Aktekin MR. Evaluation of problem based learning by tutors and students in a medical faculty of Turkey. Kuwait Med J. 2009;41:123–7.

      Not checked in the free run.

    • cites [108] McGrew MC, Skipper B, Palley T, Kaufman A. Student and faculty perceptions of problem-based learning on a family medicine clerkship. Fam Med. 1999;31:171–6.

      Not checked in the free run.

    • cites [110] Bui-Mansfield LT, Chew FS. Radiologists as clinical tutors in a problem-based medical school curriculum. Acad Radiol. 2001;8:657–63. https://doi.org/10.1016/S1076-6332(03)80693-1. source

      Not checked in the free run.

    • cites [119] Aboonq M. Perception of the faculty regarding problem-based learning as an educational approach in Northwestern Saudi Arabia. Saudi Med J. 2015;36:1329–35. https://doi.org/10.15537/smj.2015.11.12263. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    PBL methodology is implemented in medical studies on the six continents.

    “PBL methodology is implemented in medical studies on the six continents”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingcitation

    PBL methodology is complex to plan and structure, needs a large number of human and material resources, and requires an immense teacher effort.

    “recognizing that PBL methodology is complex to plan and structure, needs a large number of human and material resources, requiring an immense teacher effort [28, 31, 94, 127–133].”
    Quote in the paperNot a substantial claim0 of 10 sources checked
    • cites [28] Tamblyn R, Abrahamowicz M, Dauphinee D, et al. Effect of a community oriented problem based learning curriculum on quality of primary care delivered by graduates: historical cohort comparison study. BMJ. 2005;331:1002. https://doi.org/10.1136/bmj.38636.582546.7C. source

      Not checked in the free run.

    • cites [31] Hoffman K, Hosokawa M, Blake R Jr, Headrick L, Johnson G. Problem-based learning outcomes: ten years of experience at the University of Missouri-Columbia school of medicine. Acad Med. 2006;81:617–25. https://doi.org/10.1097/01.ACM.0000232411.97399.c6. source

      Not checked in the free run.

    • cites [94] Chang C-H, Yang C-Y, See L-C, Lui P-W. High satisfaction with problem-based learning for anesthesia. Chang Gung Med J. 2004;27:654–62.

      Not checked in the free run.

    • cites [127] Desmarchais JE. A student-centered, problem-based curriculum - 5 years experience. Can Med Assoc J. 1993;148:1567–72.

      Not checked in the free run.

    • cites [128] Doig K, Werner E. The marriage of a traditional lecture-based curriculum and problem-based learning: are the offspring vigorous? Med Teach. 2000;22:173–8. source

      Not checked in the free run.

    • cites [129] Kemahli S. Hematology education in a problem-based curriculum. Hematology. 2005;10(Suppl 1):161–3. https://doi.org/10.1080/10245330512331390267. source

      Not checked in the free run.

    • cites [130] Grkovic I. Transition of the medical curriculum from classical to integrated: problem-based approach and Australian way of keeping academia in medicine. Croat Med J. 2005;46:16–20.

      Not checked in the free run.

    • cites [131] Bosch-Barrera J, Briceno Garcia HC, Capella D, et al. Teaching bioethics to students of medicine with Problem-Based Learning (PBL). Cuad Bioet. 2015;26:303–9.

      Not checked in the free run.

    • cites [132] Lin Y-C, Huang Y-S, Lai C-S, Yen J-H, Tsai W-C. Problem-based learning curriculum in medical education at Kaohsiung Medical University. Kaohsiung J Med Sci. 2009;25:264–9. https://doi.org/10.1016/S1607-551X(09)70072-5. source

      Not checked in the free run.

    • cites [133] Salinas Sánchez AS, Hernández Millán I, Virseda Rodríguez JA, et al. Problem-based learning in urology training the faculty of medicine of the Universidad de Castilla-La Mancha model. Actas Urol Esp. 2005;29:8–15. https://doi.org/10.1016/s0210-4806(05)73193-4. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Findingnone given

    There is more experience (or at least more publications) from Asian countries and North America.

    “but there is more experience (or at least more publications) from Asian countries and North America.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning

    Negative aspects of PBL that could be criticized or improved include unclear communication of learning methodology, objectives and assessment method; bad management and organization of sessions; tutors having little experience; and lack of standardization in implementation by tutors.

    “These include unclear communication of the learning methodology, objectives and assessment method; bad management and organization of the sessions; tutors having little experience of the method; and a lack of standardization in the implementation of the method by the tutors.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingcitation

    PBL teaching was favored by tutors when the institutions train them in the subject, when there was administrative support and adequate infrastructure and coordination.

    “PBL teaching was favored by tutors when the institutions train them in the subject, when there was administrative support and adequate infrastructure and coordination [123].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [123] Navarro HN, Zamora SJ. The opinion of teachers about tutorial problem based learning. Rev Med Chil. 2014;142:989–97. https://doi.org/10.4067/S0034-98872014000800006. source

      Not checked in the free run.

  • May combine two claims.

    Findingnone given

    Key components for PBL to be successful include a small group size, the use of scenarios of realistic cases and good management of group dynamics.

    “Some factors that have been identified as key components for PBL to be successful include: a small group size, the use of scenarios of realistic cases and good management of group dynamics.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingreasoning

    The use of PBL is not universally widespread.

    “its use is not universally widespread”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The review process was reported according to the PRISMA Extension for Scoping Reviews.

    “We reported our process according to the PRISMA Extension for Scoping Reviews [10].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [10] Tricco AC, Lillie E, Zarin W, et al. PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med. 2018;169:467–73. https://doi.org/10.7326/M18-0850. source

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    PBL is an effective and satisfactory methodology for medical education.

    “PBL is an effective and satisfactory methodology for medical education.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The review was guided by Arksey and O'Malley's methodological framework for conducting scoping reviews.

    “This review was guided by Arksey and O’Malley’s methodological framework for conducting scoping reviews.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [7] Arksey H, O’Malley L. Scoping studies: towards a methodological framework. In J Soc Res Methodol. 2005;8:19–32. https://doi.org/10.1080/1364557032000119616. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationreasoning

    PBL requires greater human resources and continuous training for its implementation.

    “PBL was not universally widespread, probably because requires greater human resources and continuous training for its implementation.”
    • Also stated in: § Conclusions · hedged
      “probably because it requires greater human resources and continuous training for its implementation”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    Some teachers may not feel comfortable with the method and therefore do not apply it correctly.

    “Some teachers may not feel comfortable with the method and therefore do not apply it correctly.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Students work in small groups, allowing and promoting teamwork and facilitating social and communication skills.

    “Students work in small groups, allowing and promoting teamwork and facilitating social and communication skills.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationreasoning

    The frequency of PBL sessions could affect the efficiency of PBL and the perceptions of students and tutors about PBL.

    “This factor could affect the efficiency of PBL and the perceptions of students and tutors about PBL.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    Sessions are more attractive and dynamic than traditional classes, which could lead to a greater degree of motivation for learning.

    “As sessions are more attractive and dynamic than traditional classes, this could lead to a greater degree of motivation for learning.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationreasoning

    The lack of experience in guided self-learning by lecturers requires more training.

    “The lack of experience in guided self-learning by lecturers requires more training.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    The less favorable tutor satisfaction may be due to the low number of tutors included in these studies.

    “second, the number of tutors included in these studies is low”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationcitation

    It is likely that training through PBL, the doctors of the future will not only have great knowledge but may also acquire greater capacity for communication, problem solving and self-learning, all of which are characteristics required in medical professionalism.

    “It is likely that training through PBL, the doctors of the future will not only have great knowledge but may also acquire greater capacity for communication, problem solving and self-learning, all of which are characteristics that are required in medical professionalism.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Interpretationreasoning

    It is likely that new generations, trained in schools using new technologies and methodologies far from lectures, will feel more comfortable with methodologies more like PBL.

    “It is likely that the new generations, trained in schools using new technologies and methodologies far from lectures, will feel more comfortable (either as students or as tutors) with methodologies more like PBL (small groups and work focused on problems or projects).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    PBL methodology implies more human and material resources.

    “PBL methodology implies more human and material resources.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The review may have missed some articles, probably few.

    “we may have missed some (probably few) articles”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    The less favorable tutor satisfaction may be due to some studies being from the 90s, when the methodology was not yet fully implemented.

    “this may be due to different reasons; first, some studies are from the 90s, when the methodology was not yet fully implemented”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationnone given

    The adoption of a scoping review methodology was effective in summarizing the research findings, identifying limitations in studies' methodologies and findings, and provided a more rigorous vision of the international state of the art.

    “the adoption of a scoping review methodology was effective in terms of summarizing the research findings, identifying limitations in studies’ methodologies and findings and provided a more rigorous vision of the international state of the art.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    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].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [136] Vernon DT, Blake RL. Does problem-based learning work? A meta-analysis of evaluative research. Acad Med. 1993;68:550–63. https://doi.org/10.1097/00001888-199307000-00015. source

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Koh et al. analyzed the effect that PBL during medical school had on physician competencies after graduation, finding a positive effect mainly in social and cognitive dimensions.

    “For this purpose, Koh et al. analyzed the effect that PBL during medical school had on physician competencies after graduation, finding a positive effect mainly in social and cognitive dimensions [138].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [138] Koh GC, Khoo HE, Wong ML, Koh D. The effects of problem-based learning during medical school on physician competency: a systematic review. CMAJ. 2008;178:34–41. https://doi.org/10.1503/cmaj.070565. source

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Interpretationnone given

    This systematic scoping review provides a broad overview of the efficacy of PBL methodology in undergraduate medicine teaching from different countries and institutions.

    “This systematic scoping review provides a broad overview of the efficacy of PBL methodology in undergraduate medicine teaching from different countries and institutions.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    The complaints about tutor satisfaction are not usually due to the methodology itself, but rather due to lack of administrative support, and/or work overload.

    “the complaints are not usually due to the methodology itself, but rather due to lack of administrative support, and/or work overload.”
    Quote in the paperNot a substantial claim
51 of 51

  • The paper relies on this without support.

    There is no systematic scoping review in the literature that has analyzed these aspects.

    “To our knowledge, there is no systematic scoping review in the literature that has analyzed these aspects.”

  • The paper relies on this without support.

    The effectiveness of PBL in undergraduate and postgraduate medical education is still under discussion.

    “Although PBL has been adopted in undergraduate and postgraduate medical education, the effectiveness (in terms of academic performance and/or skill improvement) of the method is still under discussion.”

  • The paper relies on this without support.

    The included studies are sufficiently comparable to support general conclusions about the effectiveness of PBL.

    “Even though this review includes many studies, their design is very heterogeneous”
3 of 3

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?

Cites

Flagged first, then by citations

Research works printed but not linked: 7

  1. Dale E. Methods for analyzing the content of motion pictures. J Educ Sociol. 1932;6:244–50.
  2. - Branda LA. El abc del ABP: Lo esencial del aprendizaje basado en problemas. In: Fundación Dr. Esteve, Cuadernos de la fundación Dr. Antonio Esteve nº27: El aprendizaje basado en problemas en sus textos, pp.1–16. 2013. Barcelona.
  3. Blake RL, Parkison L. Faculty evaluation of the clinical performances of students in a problem-based learning curriculum. Teach Learn Med. 1998;10:69–73. https://doi.org/10.1207/S15328015TLM1002\_3. · DOI
  4. Hmelo CE. Problem-based learning: effects on the early acquisition of cognitive skill in medicine. J Learn Sc. 1998;7:173–208. https://doi.org/10.1207/s15327809jls0702\_2. · DOI
  5. Al-Shaikh G, Al Mussaed EM, Altamimi TN, Elmorshedy H, Syed S, Habib F. Perception of medical students regarding problem based learning. Kuwait Med J. 2015;47:133–8.
  6. Saloojee S, van Wyk J. The impact of a problem-based learning curriculum on the psychiatric knowledge and skills of final-year students at the Nelson R Mandela school of medicine. South African J Psychiatry. 2012;18:116.
  7. Suleman W, Iqbal R, Alsultan A, Baig SM. Perception of 4(th) year medical students about problem based learning. Pakistan J Med Sci. 2010;26:871–4.

Cited by

Sorted by citations

Related

Authors
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R.
Affiliations
Universitat de Vic - Universitat Central de Catalunya (ES)
Corresponding author
Trullàs, Joan Carles
ORCID
Venue
BMC Medical Education
Publisher
Springer Science and Business Media LLC
Published
2022-02-17
Volume
22
Issue
1
Pages
104-104
ISSN
1472-6920 (ISSN-L)
DOI
10.1186/s12909-022-03154-8
PMC
PMC8851721
OpenAlex
W4212929285
Semantic Scholar
c0c71fc8ad723ac912b6634a310f0afb2493de3b
Cited by
473
References
132
Citations by year
2026: 106 · 2025: 133 · 2024: 130 · 2023: 86 · 2022: 18
FWCI
201.90
Type
journal article
Language
en
Open access
Licence
Locations
  • BMC Medical Education (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • RIUVic (UVic-UCC) (submittedVersion, public-domain)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
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, undergraduate medical education, student-centered learning, self-directed learning, knowledge retention, academic performance, social and communication skills, problem-solving skills, student satisfaction, medical professionalism
MeSH terms
Education, Medical, Education, Medical, Undergraduate, Humans, Learning, Students, Medical, 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.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-06.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-06.

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 ›

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