For Manuscript Submission, Check or Review Login please go to Submission Websites List.
For the academic login, please select your country in the dropdown list. You will be redirected to verify your credentials.
Problem-Based Learning and Medical Education Forty Years On
A Review of Its Effects on Knowledge and Clinical PerformanceNeville A.J.
McMaster University, Faculty of Health Sciences, Hamilton, Ont., Canada Corresponding Author
Alan J. Neville
McMaster University, Faculty of Health Sciences
1200 Main Street West, MDCL 3110
Hamilton, ON L8N 3Z5 (Canada)
Tel. +1 905 525 9140, ext. 22141, Fax +1 905 546 0349, E-Mail firstname.lastname@example.org
Problem-based learning (PBL) has swept the world of medical education since its introduction 40 years ago, leaving a trail of unanswered or partially answered questions about its benefits. The literature is replete with systematic reviews and meta-analyses, all of which have identified some common themes; however, heterogeneity in the definition of a ‘problem-based learning curriculum’ and its delivery, coupled with different outcome measurements, has produced divergent opinions. Proponents and detractors continue to dispute the merits of the cognitive foundation of a PBL approach, but, despite this, there is evidence that graduates of PBL curricula demonstrate equivalent or superior professional competencies compared with graduates of more traditional curricula.
© 2008 S. Karger AG, Basel