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Problem-based learning in continuing medical education: review of randomized controlled trials
Hilal Al-Azri1, Savithiri Ratnapalan
1Division of Emergency Medicine, Clinical Pharmacology and Toxicology, Hospital for Sick Children, 555 University Ave, Toronto, ON M5G 1X8. savithiri.ratnapalan@sickkids.ca.
Canadian Family Physician Medecin De Famille Canadien
|February 14, 2014
Summary
Problem-based learning (PBL) is effective for online continuing medical education. However, evidence for PBL enhancing physician performance or patient health outcomes in continuing education remains limited.
Area of Science:
- Medical Education Research
- Continuing Professional Development
Background:
- Problem-based learning (PBL) is an educational approach.
- Its effectiveness in continuing medical education (CME) requires investigation.
Purpose of the Study:
- To evaluate the impact of PBL on knowledge, performance, satisfaction, and health outcomes in CME.
Main Methods:
- Systematic review of randomized controlled trials (RCTs) from 2001-2011.
- Searched major databases for PBL and CME-related keywords.
- Included studies assessing knowledge, performance, satisfaction, or patient outcomes.
Main Results:
- Fifteen RCTs were analyzed, involving postgraduate trainees and practicing physicians.
- PBL showed no significant knowledge gain compared to traditional methods in either group.
- Physician performance showed a positive trend with PBL, but health outcomes were not significantly improved.
Conclusions:
- Online PBL is a viable method for delivering CME.
- Limited evidence supports PBL's role in enhancing physician performance or patient health outcomes in CME.
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