Cited by 659Problem and Project Based LearningInnovations in Medical EducationBiomedical and Engineering Education

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The effects of problem-based learning during medical school on physician competency: a systematic review

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Koh, G. C.-H., Khoo, H. E., Wong, M. L., Koh, D.·2008·Canadian Medical Association Journal

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Abstract

BACKGROUND: Systematic reviews on the effects of problem-based learning have been limited to knowledge competency either during medical school or postgraduate training. We conducted a systematic review of evidence of the effects that problem-based learning during medical school had on physician competencies after graduation. METHODS: We searched MEDLINE, EMBASE, CINAHL, PsycINFO, Cochrane Databases, and the tables of contents of 5 major medical education journals from earliest available date through Oct. 31, 2006. We included studies in our review if they met the following criteria: problem-based learning was a teaching method in medical school, physician competencies were assessed after graduation and a control group of graduates of traditional curricula was used. We developed a scoring system to assess the quality of the studies, categorized competencies into 8 thematic dimensions and used a second system to determine the level of evidence for each competency assessed. RESULTS: Our search yielded 102 articles, of which 15 met inclusion criteria after full text review. Only 13 studies entered final systematic analysis because 2 studies reported their findings in 2 articles. According to self-assessments, 8 of 37 competencies had strong evidence in support of problem-based learning. Observed assessments had 7 competencies with strong evidence. In both groups, most of these competencies were in the social and cognitive dimensions. Only 4 competencies had moderate to strong levels of evidence in support of problem-based learning for both self-and observed assessments: coping with uncertainty (strong), appreciation of legal and ethical aspects of health care (strong), communication skills (moderate and strong respectively) and self-directed continuing learning (moderate). INTERPRETATION: Problem-based learning during medical school has positive effects on physician competency after graduation, mainly in social and cognitive dimensions.

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Authors: Koh, G. C.-H., Khoo, H. E., Wong, M. L., & Koh, D.
Affiliations: National University of Singapore (SG)
ORCID: Koh, G. C.-H.
Wong, M. L.
Koh, D.
Venue: Canadian Medical Association Journal
Publisher: CMA Joule Inc.
Published: 2008-01-01
Volume: 178
Issue: 1
Pages: 34-41
ISSN: 0820-3946 (ISSN-L)
1488-2329
DOI: 10.1503/cmaj.070565
PMC: PMC2151117
OpenAlex: W2145936815
Cited by: 659
References: 51
Citations by year: 2026: 18 · 2025: 19 · 2024: 22 · 2023: 30 · 2022: 31 · 2021: 30 · 2020: 39 · 2019: 36 · 2018: 32 · 2017: 43 · 2016: 49 · 2015: 43 · 2014: 62 · 2013: 47 · 2012: 35
FWCI: 21.14
Type: journal article
Language: en
Open access: gold
doi.org
Locations: Canadian Medical Association Journal (publishedVersion)
PubMed Central (publishedVersion)
PubMed (publishedVersion)
National University of Singapore (submittedVersion)
Funders: National University of Singapore
Topics: Social Sciences › Education › Problem and Project Based Learning
Social Sciences › Education › Innovations in Medical Education
Physical Sciences › Engineering › Biomedical Engineering › Biomedical and Engineering Education
Keywords: problem-based learning, medical education, physician competence, medical graduates, competency assessment, communication skills, coping with uncertainty, self-directed learning
MeSH terms: Clinical Competence, Curriculum, Education, Medical, Undergraduate, Humans, Schools, Medical, Problem-Based Learning

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