The DOI matches its Crossref record; 51 of the 51 references it cites were found in a registry or an index.
The effects of problem-based learning during medical school on physician competency: a systematic review
Open accessAbstract
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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“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].”
From Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review (2022) · cites this paper as [138]
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Defining and Assessing Professional Competence
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Wood, D. F. (2003) · BMJ · doi:10.1136/bmj.326.7384.328 · Cited by 2,140
Effects of problem-based learning: a meta-analysis
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003) · Learning and Instruction · doi:10.1016/s0959-4752(02)00025-7 · Cited by 1,713
Does problem-based learning work? A meta-analysis of evaluative research
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Curriculum development for medical education a six-step approach
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Effectiveness of Problem-based Learning Curricula: Research and Theory
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Comment: Educational research: The hardest science of all
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Research works printed but not linked: 2
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- Wood DF. ABC of learning and teaching in medicine: problem based learning. BMJ 2003;326:328-30.
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Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022) · BMC Medical Education · doi:10.1186/s12909-022-03154-8 · Cited by 473
Problem-Based Learning and Medical Education Forty Years On
Neville, A. J. (2008) · Medical Principles and Practice · doi:10.1159/000163038 · Cited by 417
Theory to reality: a few issues in implementing problem-based learning
Hung, W. (2011) · Educational Technology Research and Development · doi:10.1007/s11423-011-9198-1 · Cited by 398
Schmidt, H. G., van der Molen, H. T., Winkel, W. T., & Wijnen, W. (2009) · Educational Psychologist · doi:10.1080/00461520903213592 · Cited by 383
Metadata
- Authors
- Koh, G. C.-H., Khoo, H. E., Wong, M. L., & Koh, D.
- Affiliations
- National University of Singapore (SG)
- 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
- 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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