Advertisement
ADVANCED SEARCH

This Article Figures Only Full Text Full Text (PDF) Résumé Online Appendices Submit a response View responses Alert me when this article is cited Alert me when eLetters are posted Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Koh, G. C.-H. Articles by Koh, D. Search for Related Content PubMed PubMed Citation Articles by Koh, G. C.-H., MD MMed Articles by Koh, D., MD PhD Related Collections Undergraduate (including medical student issues) Related Articles

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

From the Department of Community, Occupational and Family Medicine (G. Koh, Wong, D. Koh), the Medical Education Unit (Khoo, Wong), Yong Loo Lin School of Medicine, and the Centre for Development of Teaching and Learning (Khoo), National University of Singapore, Singapore

Correspondence to: Dr. Gerald Choon-Huat Koh, Level 3, Block MD3, 16 Medical Dr., Yong Loo Lin School of Medicine, National University of Singapore, Singapore 117597; fax 65 6779-1489; cofkohch{at}nus.edu.sg

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.

This article has been cited by other articles:

				A. Schattner The Silent Dimension: Expressing Humanism in Each Medical Encounter Arch Intern Med, June 22, 2009; 169(12): 1095 - 1099. [Full Text] [PDF]

				S. Ahmad and B. Braithwaite Psychiatry benefits from problem-based learning Psychiatr. Bull., June 1, 2009; 33(6): 237 - 238. [Full Text] [PDF]

				S. C. Slade, E. Molloy, and J. L. Keating `Listen to me, tell me': a qualitative study of partnership in care for people with non-specific chronic low back pain Clinical Rehabilitation, March 1, 2009; 23(3): 270 - 280. [Abstract] [PDF]

				C. S. Smith A Developmental Approach to Evaluating Competence in Clinical Reasoning J Vet Med Educ, September 1, 2008; 35(3): 375 - 381. [Abstract] [Full Text] [PDF]

				D. F Wood Problem based learning BMJ, May 3, 2008; 336(7651): 971 - 971. [Full Text] [PDF]

				K. M. Flegel MDCM MSc, P. C. Hebert MD MHSc, and N. MacDonald MD MSc Is it time for another medical curriculum revolution? Can. Med. Assoc. J., January 1, 2008; 178(1): 11 - 11. [Full Text] [PDF]

				K. M. Flegel MDCM MSc, P. C. Hebert MD MScS, and N. MacDonald MD MSc Le temps est-il venu d'une autre revolution des programmes d'etudes en medecine? Can. Med. Assoc. J., January 1, 2008; 178(1): 13 - 13. [Full Text] [PDF]

				G. Norman PhD Problem-based learning makes a difference. But why? Can. Med. Assoc. J., January 1, 2008; 178(1): 61 - 62. [Full Text] [PDF]

eLetters:

HOME	CURRENT ISSUE	PAST ISSUES	COLLECTIONS	HELP	SEARCH
Copyright 1995-2008, Canadian Medical Association. All rights reserved. ISSN 1488-2329 (e) 0820-3946 (p) All editorial matter in CMAJ represents the opinions of the authors and not necessarily those of the Canadian Medical Association.