Effectiveness of Problem-Based Learning (PBL) in specialist physician training for kidney transplantation

This retrospective study evaluated the effectiveness of a Problem-Based Learning (PBL) approach in specialist physician training for kidney transplantation. Trainees enrolled between January and December 2024 were divided to either a traditional teaching cohort or a PBL-based instructional cohort. The PBL curriculum incorporated case-based inquiry, structured group discussions, evidence retrieval, and multidisciplinary clinical integration, while the control group received lecture-centered instruction. Educational outcomes were assessed across theoretical knowledge, clinical reasoning, multidisciplinary case discussion performance, Objective Structured Clinical Examination (OSCE) results, and trainee satisfaction. A total of 115 trainees were included, with comparable baseline demographic and training characteristics between groups. The PBL group demonstrated significantly higher theoretical examination scores across all transplant-related domains, superior clinical reasoning performance, and higher proficiency in multidisciplinary discussion assessments. OSCE scores were also significantly higher in the PBL cohort, reflecting enhanced applied clinical skills in postoperative monitoring, immunosuppressive drug interpretation, recognition of acute rejection, and transplant counseling. Additionally, trainee satisfaction was markedly greater in the PBL group, indicating improved perceived relevance and learning experience. These findings suggest that PBL provides a more effective and comprehensive framework for developing core competencies required in kidney transplantation training compared with traditional instructional methods.