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Is problem-based learning a quality approach to education in health sciences?

C Y Kwan1

  • 1Department of Medicine, Faculty of Health Sciences, McMaster University, 1200 Main Street West, Hamilton, Ontario L8N 3Z5 Canada. kwancy@mcmaster.ca

Annals of the Academy of Medicine, Singapore
|August 16, 2001
PubMed
Summary

Problem-based learning (PBL) medical curricula show superiority in developing compassionate physicians with lifelong learning skills. Despite resource concerns, evidence supports PBL

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Area of Science:

  • Medical Education
  • Cognitive Science
  • Health Sciences

Background:

  • McMaster University has utilized problem-based learning (PBL) for 35 years, yet its global adoption in medical schools remains slow.
  • PBL is theoretically recognized for enhancing cognitive skills and student attitudes, but practical evidence of its educational quality is debated.
  • Distinguishing inherent PBL philosophy challenges from implementation issues is crucial for accurate assessment.

Purpose of the Study:

  • To evaluate the experimental evidence supporting problem-based learning (PBL) in health sciences education.
  • To compare the performance of students, graduates, and physicians trained via PBL versus conventional curricula.
  • To address skepticism regarding PBL's benefits versus its resource demands.

Main Methods:

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  • Literature review assessing student, graduate, and physician performance data.
  • Comparative analysis of PBL track outcomes against conventional track outcomes.
  • Case study utilizing McMaster University's 35-year experience with PBL in medical education.

Main Results:

  • PBL demonstrates superiority in cultivating compassionate physicians.
  • Graduates from PBL programs exhibit enhanced lifelong learning and leadership qualities.
  • Evidence suggests PBL yields significant benefits, despite some educators' resource-related skepticism.

Conclusions:

  • Problem-based learning (PBL) effectively produces physicians with desirable soft skills.
  • The long-term benefits of PBL in health sciences education are supported by comparative performance data.
  • Further assessment is needed to balance PBL's advantages against implementation costs.