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Table of Contents
Vol. 18, No. 1, 2009
Issue release date: December 2008
Section title: Review

Open Access Gateway

Med Princ Pract 2009;18:1–9

Problem-Based Learning and Medical Education Forty Years On

A Review of Its Effects on Knowledge and Clinical Performance

Neville A.J.
McMaster University, Faculty of Health Sciences, Hamilton, Ont., Canada
email 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 neville@mcmaster.ca

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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

Article / Publication Details

First-Page Preview
Abstract of Review

Received: May 25, 2008
Accepted: July 30, 2008
Published online: December 04, 2008
Issue release date: December 2008

Number of Print Pages: 9
Number of Figures: 0
Number of Tables: 2

ISSN: 1011-7571 (Print)
eISSN: 1423-0151 (Online)

For additional information: http://www.karger.com/MPP

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