Problem-based learning in obstetrics and gynecology: a systematic review
Ivan Fernandes1, Cibele Isaac Saad Rodrigues1, Henri Augusto Korkes1
1Pontifícia Universidade Católica de São Paulo Faculdade de Ciências Médicas e da Saúde SorocabaSP Brazil Faculdade de Ciências Médicas e da Saúde, Pontifícia Universidade Católica de São Paulo, Sorocaba, SP, Brazil.
Problem-based learning (PBL) enhances medical students' clinical reasoning and knowledge retention in Obstetrics and Gynecology (OB/GYN) education. This teaching model also improves student satisfaction compared to traditional methods.
Area of Science:
- Medical Education
- Obstetrics and Gynecology
- Pedagogy
Background:
- Traditional teaching methods in OB/GYN may not fully develop clinical reasoning.
- There is a need to evaluate innovative pedagogical approaches like PBL.
- Undergraduate OB/GYN education requires effective methods for knowledge and skill acquisition.
Purpose of the Study:
- To evaluate the application and effectiveness of the Problem-Based Learning (PBL) teaching model.
- To assess PBL's impact on undergraduate OB/GYN education outcomes.
- To compare PBL with traditional teaching methods in OB/GYN.
Main Methods:
- Systematic search of five electronic databases (2000-2021).
- Inclusion of 24 original articles evaluating PBL in undergraduate OB/GYN education.
- Data extraction by two independent reviewers.
Main Results:
- PBL methodology demonstrated superiority in information retention (58.33%) and clinical reasoning development (30%).
- 11 studies (45.83%) reported positive student satisfaction with PBL.
- Majority of studies focused on students, utilizing surveys and non-randomized comparative designs.
Conclusions:
- The Problem-Based Learning (PBL) model shows greater effectiveness than traditional methods in OB/GYN education.
- PBL enhances clinical competence and student satisfaction.
- Further rigorous studies are needed to validate these findings and inform educational strategies.
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