The DOI matches its Crossref record; 16 of the 16 references it cites were found in a registry or an index.
Revitalizing Pedagogy in a Medical Problem-Based Learning (PBL) Curriculum: Findings, Methodology, and Recommendations from a Systematic Self-Assessment
Open accessAbstract
The Medical Programme at Linköping University, committed to Problem-Based Learning (PBL) and interprofessional education, confronted the necessity for pedagogical revitalization due to an upsurge in student numbers, alterations in national physician licensing criteria, and an organizational framework shift. In response to these challenges, stakeholders conducted a comprehensive systematic self-assessment to navigate a course toward a sustainable and contemporary pedagogical transformation. The methodology employed in this assessment involved a systematic examination of scientific pedagogical literature, policy documents, educational materials, and schedules. Additionally, valuable insights were gathered through teacher and student surveys. Key findings underscore the importance of a balanced approach that grants students more time for self-study and reflection. Enhancing tools and methodologies for constructive alignment is crucial to achieve equilibrium in both theoretical and practical training settings. Moreover, establishing seamless collaborations between the university and teaching hospitals is deemed essential for faculty development and the long-term competence within both organizations. The self-assessment underscored the critical importance of continuous evaluation in medical educational settings. The approach not only ensures the ongoing relevance of the curricula but also cultivates an environment conducive to student-centred teaching and learning. This, in turn, prepares students for lifelong learning and the diverse challenges in their future medical profession.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
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?
Constructive alignment is a successful strategy for working with course and curriculum changes to ensure that teaching and learning activities and assessment tasks support the students in reaching the intended learning outcomes.
“Constructive alignment is a successful strategy for working with course and curriculum changes to ensure that teaching and learning activities and assessment tasks support the students in reaching the intended learning outcomes. 27”
From Structured Development of Learning and Assessment Tasks to Prevent Generative AI Misuse and Enhance AI Literacy in the Faculty in Physiotherapy Education (2025) · cites this paper as [27]
The Evaluation and analysis section (p. 6) identifies a need to align learning objectives, problem-based learning activities, and assessments during curriculum revision. It recommends increasing engagement with constructive alignment (p. 9), but does not establish that the strategy has succeeded in ensuring students reach the intended learning outcomes. (LLM, conf=0.83)
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414
Teaching for quality learning at university
Boulton‐Lewis, G. M. (2008) · Faculty of Education · Cited by 4,926
Enhancing teaching through constructive alignment
Biggs, J. (1996) · Higher Education · doi:10.1007/bf00138871 · Cited by 4,084
Engle, K. K. (1981) · American Journal of Occupational Therapy · doi:10.5014/ajot.35.8.539b · Cited by 2,149
The CanMEDS 2005 Physician Competency Framework
Frank, J. R. (2005) · Cited by 1,136
The challenge of problem-based learning
Taylor, I., & Burgess, H. (1997) · Cited by 696
Stakeholder Engagement: Past, Present, and Future
Kujala, J., Sachs, S. R., Leinonen, H., Heikkinen, A., & Laude, D. (2022) · Business & Society · doi:10.1177/00076503211066595 · Cited by 694
Kogan, J. R., Hatala, R. A., Hauer, K. E., & Holmboe, E. S. (2017) · Perspectives on Medical Education · doi:10.1007/s40037-017-0376-7 · Cited by 167
Assessment in the context of problem-based learning
van der Vleuten, C. P. M., & Schuwirth, L. (2019) · Advances in Health Sciences Education · doi:10.1007/s10459-019-09909-1 · Cited by 126
Multiprofessional education in the medical curriculum
Wahlström, O., Sandén, I., & Hammar, M. L. (1997) · Medical Education · doi:10.1046/j.1365-2923.1997.00669.x · Cited by 100
Complex Constructivism: A Theoretical Model of Complexity and Cognition
Doolittle, P. E. (1998) · PsycEXTRA Dataset · doi:10.1037/e631042011-001 · Cited by 87
Understanding Classroom Roles in Inquiry Education
Walker, C. L., & Shore, B. (2015) · SAGE Open · doi:10.1177/2158244015607584 · Cited by 49
Hamza, D. M., Hauer, K. E., Oswald, A., van Melle, E., Ladak, Z., Zuna, I., Assefa, M. E., Pelletier, G. N., Sebastianski, M., Keto-Lambert, D., et al. (2023) · Medical Teacher · doi:10.1080/0142159x.2023.2168525 · Cited by 41
Gummesson, C., Alm, S., Cederborg, A., Ekstedt, M., Hellman, J., Hjelmqvist, H., Hultin, M., Jood, K., Leanderson, C., Lindahl, B., et al. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04621-6 · Cited by 39
What Makes a Great Lecture? Use of Lectures in a Hybrid PBL Curriculum
Azer, S. A. (2009) · The Kaohsiung Journal of Medical Sciences · doi:10.1016/s1607-551x(09)70049-x · Cited by 31
Dahlberg, J., Dahlgren, M. A., Ekstedt, M., Hammar, M. L., & Falk, A. L. (2020) · Springer eBooks · doi:10.1007/978-3-030-40281-5_11 · Cited by 4
Flagged first, then by citations
Research works printed but not linked: 1
- Barrows, H. S. T., R.M. (1980). Problem-Based Learning: An Approach to Medical Education . Springer Publishing Company.
Cited by
Sorted by citations
Reddi, S., & Javidi, D. (2025) · Cureus · doi:10.7759/cureus.82015 · Cited by 6
Lindbäck, Y., Valeskog, K., Schröder, K., & Sonesson, S. (2025) · Journal of Medical Education and Curricular Development · doi:10.1177/23821205251378794 · Cited by 4
Musau, P., Kågedal, K., Appell, M. L., & Dahlgren, M. A. (2026) · Advances in Health Sciences Education · doi:10.1007/s10459-026-10516-0 · Cited by 1
Self-citation
Metadata
- Authors
- Ohlsson, L., Abrandt Dahlgren, M., Kågedal, K., Setterud, H., & Tamás, É.
- Affiliations
- Linköping University (SE)
- Venue
- Journal of Problem Based Learning in Higher Education
- Publisher
- Aalborg University
- Published
- 2024-05-29
- ISSN
- 2246-0918 (ISSN-L)
- OpenAlex
- W4399133107
- Cited by
- 3
- References
- 16
- Citations by year
- 2026: 1 · 2025: 2
- FWCI
- 1.24
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Journal of Problem Based Learning in Higher Education (publishedVersion, cc-by)
- KTH Publication Database DiVA (KTH Royal Institute of Technology) (submittedVersion, other-oa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Social Sciences › Education › Problem and Project Based Learning
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Keywords
- problem-based learning, medical education, curriculum revitalization, interprofessional education, constructive alignment, university-hospital collaboration, faculty development, student-centered learning, self-assessment, continuous assessment, lifelong learning, Linköping University
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
