Problem-based learning in academic health education. A systematic literature review.

Hdl Handle:
http://hdl.handle.net/10147/124306
Title:
Problem-based learning in academic health education. A systematic literature review.
Authors:
Polyzois, I; Claffey, N; Mattheos, N
Affiliation:
Department of Restorative Dentistry and Periodontology, Dublin Dental School & Hospital, Dublin, Ireland. Ioannis.Polyzois@dental.tcd.ie
Citation:
Problem-based learning in academic health education. A systematic literature review. 2010, 14 (1):55-64 Eur J Dent Educ
Journal:
European journal of dental education : official journal of the Association for Dental Education in Europe
Issue Date:
Feb-2010
URI:
http://hdl.handle.net/10147/124306
DOI:
10.1111/j.1600-0579.2009.00593.x
PubMed ID:
20070800
Abstract:
Problem based learning (PBL) arguably represents the most significant development in education over the past five decades. It has been promoted as the curriculum of choice, and since its introduction in the 1960's, has been widely adopted by many medical and dental schools. PBL has been the subject of much published literature but ironically, very little high quality evidence exists to advocate its efficacy and subsequently justify the widespread curriculum change. The purpose of this review is to classify and interpret the available evidence and extract relevant conclusions. In addition, it is the intent to propose recommendations regarding the relative benefits of PBL compared with conventional teaching. The literature was searched using PubMed, ERIC and PsycLIT. Further articles were retrieved from the reference lists of selected papers. Articles were chosen and included according to specific selection criteria. Studies were further classified as randomised controlled trials (RCTs) or comparative studies. These studies were then analysed according to intervention type: whole curricula comparisons and single educational interventions of shorter duration. At the level of RCTs and comparative studies (whole curricula), no clear difference was observed between PBL and conventional teaching. Paradoxically, it was only comparative studies of single PBL intervention in a traditional curriculum that yielded results that were consistently in favour of PBL. Further research is needed to investigate the possibility that multiple PBL interventions in a traditional curriculum could be more effective than an exclusively PBL programme. In addition, it is important to address the potential benefits of PBL in relation to life-long learning of health care professionals.
Item Type:
Article
Language:
en
MeSH:
Clinical Competence; Curriculum; Education, Professional; Humans; Problem-Based Learning; Randomized Controlled Trials as Topic; Teaching
ISSN:
1600-0579

Full metadata record

DC FieldValue Language
dc.contributor.authorPolyzois, Ien
dc.contributor.authorClaffey, Nen
dc.contributor.authorMattheos, Nen
dc.date.accessioned2011-03-11T16:47:21Z-
dc.date.available2011-03-11T16:47:21Z-
dc.date.issued2010-02-
dc.identifier.citationProblem-based learning in academic health education. A systematic literature review. 2010, 14 (1):55-64 Eur J Dent Educen
dc.identifier.issn1600-0579-
dc.identifier.pmid20070800-
dc.identifier.doi10.1111/j.1600-0579.2009.00593.x-
dc.identifier.urihttp://hdl.handle.net/10147/124306-
dc.description.abstractProblem based learning (PBL) arguably represents the most significant development in education over the past five decades. It has been promoted as the curriculum of choice, and since its introduction in the 1960's, has been widely adopted by many medical and dental schools. PBL has been the subject of much published literature but ironically, very little high quality evidence exists to advocate its efficacy and subsequently justify the widespread curriculum change. The purpose of this review is to classify and interpret the available evidence and extract relevant conclusions. In addition, it is the intent to propose recommendations regarding the relative benefits of PBL compared with conventional teaching. The literature was searched using PubMed, ERIC and PsycLIT. Further articles were retrieved from the reference lists of selected papers. Articles were chosen and included according to specific selection criteria. Studies were further classified as randomised controlled trials (RCTs) or comparative studies. These studies were then analysed according to intervention type: whole curricula comparisons and single educational interventions of shorter duration. At the level of RCTs and comparative studies (whole curricula), no clear difference was observed between PBL and conventional teaching. Paradoxically, it was only comparative studies of single PBL intervention in a traditional curriculum that yielded results that were consistently in favour of PBL. Further research is needed to investigate the possibility that multiple PBL interventions in a traditional curriculum could be more effective than an exclusively PBL programme. In addition, it is important to address the potential benefits of PBL in relation to life-long learning of health care professionals.-
dc.language.isoenen
dc.subject.meshClinical Competence-
dc.subject.meshCurriculum-
dc.subject.meshEducation, Professional-
dc.subject.meshHumans-
dc.subject.meshProblem-Based Learning-
dc.subject.meshRandomized Controlled Trials as Topic-
dc.subject.meshTeaching-
dc.titleProblem-based learning in academic health education. A systematic literature review.en
dc.typeArticleen
dc.contributor.departmentDepartment of Restorative Dentistry and Periodontology, Dublin Dental School & Hospital, Dublin, Ireland. Ioannis.Polyzois@dental.tcd.ieen
dc.identifier.journalEuropean journal of dental education : official journal of the Association for Dental Education in Europeen
dc.description.provinceLeinster-

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