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Updated: Jul 23, 2026
10:26
Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Effectiveness of problem-based learning curricula: research and theory.
1Statistics and Research Consulting, Southern Illinois University School of Medicine, Springfield 62794-1217, USA. colliver@siumed.edu
Summary
Problem-based learning (PBL) shows no convincing evidence of improving medical knowledge or clinical skills. Educational theory and research connections to PBL outcomes remain weak.
Area of Science:
- Medical Education Research
- Educational Theory
Background:
- Problem-based learning (PBL) is an educational approach.
- Its effectiveness for knowledge acquisition and clinical performance is debated.
Purpose of the Study:
- Critically overview problem-based learning (PBL).
- Assess the credibility of claims linking PBL to educational outcomes.
- Evaluate the magnitude of PBL's effects on knowledge and performance.
Main Methods:
- Systematic review of medical education literature from 1992-1998.
- Analysis of studies focusing on PBL's impact.
- Summaries included study design, outcome measures, and effect sizes.
Main Results:
- No convincing evidence found that PBL enhances knowledge base or clinical performance.
- The magnitude of effects, if any, does not justify PBL curriculum resources.
- Empirical and theoretical claims regarding PBL effectiveness lack strong support.
Conclusions:
- The link between PBL educational theory and research findings is tenuous.
- Further rigorous research is needed to validate PBL's purported benefits.
- Current evidence does not support widespread adoption of PBL based on its effectiveness.
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