Medical students' evaluation of digital problem-based learning: a mixed-methods systematic review

Area of Science:

• Medical Education
• Digital Learning
• Pedagogy

Background:

• Digital Problem-Based Learning (DPBL) is increasingly used in medical education.
• Student satisfaction and engagement with DPBL require further understanding.

Purpose of the Study:

• To systematically review medical students' perceptions and experiences of DPBL.
• To synthesize qualitative and quantitative data on DPBL effectiveness.

Main Methods:

• Mixed-methods systematic review of 56 studies from four databases.
• Thematic synthesis of qualitative data and narrative review/meta-analysis of quantitative data.
• Data integration and validation with stakeholders.

Main Results:

• Students reported a 78.51% satisfaction rate with DPBL.
• Qualitative findings revealed varied social perceptions, from isolation to valuing focused learning.
• Technology in DPBL was seen as useful and motivational, though feedback was sometimes lacking.

Conclusions:

• DPBL design faces challenges in integrating technology with traditional social learning principles.
• A hybrid model integrating digital and traditional approaches may enhance DPBL effectiveness.