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Updated: Jun 6, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Do interprofessional education and problem-based learning work together?

Catherine Thompson¹

¹Bristol East Support and Recovery Team, Speedwell Centre, Bristol, UK. catherine.thompson@awp.nhs.uk

The Clinical Teacher

|December 8, 2010

Summary

Combining interprofessional education (IPE) with problem-based learning (PBL) in medical schools shows promise for improving student attitudes toward other professions. Further research is needed on knowledge and skills outcomes.

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Area of Science:

Medical Education
Interprofessional Collaboration
Pedagogy

Background:

Problem-based learning (PBL) and interprofessional education (IPE) are integral to modern medical curricula.
Integrating IPE within PBL settings has strong theoretical support.
Evidence for the combined approach's efficacy is limited.

Purpose of the Study:

To review the rationale for delivering IPE through PBL.
To evaluate the existing evidence on the effectiveness of combining IPE and PBL.

Main Methods:

Literature review of studies combining IPE and PBL.
Analysis of the rationale, barriers, and outcomes of integrated IPE-PBL models.

Main Results:

Favorable evidence exists for IPE within PBL improving interprofessional attitudes.
Limited data is available on knowledge and skills development.
Facilitator perceptions of the combined model are generally positive.

Conclusions:

IPE in PBL settings effectively enhances attitudes towards other professions.
The model is best suited for universally relevant curriculum areas.
Significant resource and planning considerations are necessary for implementation.