Good morning, my name is Dave and I am an internal medicine doctor and a medical
educator.
My research question examines whether problem-based learning (PBL) should replace
conventional teaching methods in medical education. By reviewing existing literature, I aim
to contribute to the discourse on effective teaching methods. The rationale behind this
research is the need for innovative approaches that enhance critical thinking and problem-
solving skills among medical students (Yeung et al., 2023). The pedagogical landscape has
shifted towards student-centered and active learning, with PBL gaining prominence (Trullàs
et al., 2022). Through a comprehensive literature review, I will critically analyze evidence and
arguments from scholars, comparing outcomes and experiences in both teaching
environments. This evaluation will inform educators and policymakers in making evidence-
based decisions about teaching methodologies in medical education.
"Problem-based learning" engages students in active problem-solving, emphasizing self-
directed learning (Bodagh et al., 2017). "Conventional teaching methods" include lecture-
based instruction (Kao et al., 1978). I aim to explore their merits and limitations.
The literatures on comparing problem-based learning (PBL) and conventional teaching
methods in medical education highlights valuable insights. PBL has shown promise in
enhancing critical thinking (Mehboob et al., 2022), clinical reasoning (Wosinski et al., 2018),
and problem-solving skills (Wong & Kan, 2022) through active engagement and self-directed
learning. However, challenges exist, such as limited content coverage (Corrêa & Rendas,
2003) and the need for skilled facilitators (Slattery & Douglas, 2014). Conventional teaching
methods, primarily lecture-based, offer structured content delivery (Li et al., 2022) but may
lead to passive learning (Teichgräber et al., 2021) and limited application opportunities (Tang
et al., 2017). Comparative studies report varying outcomes, with some showing better
performance and satisfaction with PBL (Sangestani & Khatiban, 2013), while others find
comparable results or no significant differences (Li, 2012). Factors such as institution-specific
contexts (Leatemia et al., 2016), faculty expertise (Bernstein et al., 1995), and student
characteristics (Mete & Yildirim, 2008) contribute to variations. Further research is needed
on long-term impact, student attitudes, and hybrid models.
Given the research method of defining keywords and conducting a literature search on
MEDLINE, ethical considerations primarily revolve around responsible literature usage and
academic integrity. It is essential to accurately cite and acknowledge sources, ensuring
proper attribution of the authors' contributions. Reputable and peer-reviewed literature
should be prioritized, and critical evaluation of methodologies, biases, and conflicts of
interest in the literature is crucial. Respecting copyright and intellectual property rights is
important when using direct quotations or paraphrased information. (Bhandari, 2022)
To conclude, I hope my research can enhance medical education, train better doctors, and
inform evidence-based decision-making.
Thank you for your attention, and I welcome any questions or feedback you may have.
References
Bernstein, P., Tipping, J., Bercovitz, K., & Skinner, H. A. (1995). ‘Shifting students and
faculty to a PBL curriculum: attitudes changed and lessons learned’, Academic medicine :
journal of the Association of American Medical Colleges, 70(3), 245–247. DOI:
[Link]
Bhandari, P. (2022), Ethical Considerations in Research | Types & Examples. Available
from: [Link] [Electronically
accessed 13th July, 2023.]
Bodagh, N., Bloomfield, J., Birch, P., & Ricketts, W. (2017). ‘Problem-based learning: a
review’, British journal of hospital medicine (London, England : 2005), 78(11), C167–C170.
DOI: [Link]
Corrêa, B. B., Pinto, P. R., & Rendas, A. B. (2003). ‘How do learning issues relate with
content in a problem-based learning pathophysiology course?’ Advances in physiology
education, 27(1-4), 62–69. DOI: [Link]
Kao, Y. S., Beeler, M. F., & Strong, J. P. (1978). ‘Comparison of the conventional lecture
method and the self-instruction method for teaching clinical pathology’, American journal of
clinical pathology, 70(6), 847–850. DOI: [Link]
Leatemia, L. D., Susilo, A. P., & van Berkel, H. (2016). ‘Self-directed learning readiness of
Asian students: students perspective on a hybrid problem based learning curriculum’,
International journal of medical education, 7, 385–392. DOI:
[Link]
Li, T., Wang, W., Li, Z., Wang, H., & Liu, X. (2022). ‘Problem-based or lecture-based
learning, old topic in the new field: a meta-analysis on the effects of PBL teaching method in
Chinese standardized residency training’, BMC medical education, 22(1), 221. DOI:
[Link]
Lim W. K. (2012). ‘Dysfunctional problem-based learning curricula: resolving the problem’,
BMC medical education, 12, 89. DOI: [Link]
Mehboob Bana, K. F., Shamim, M. S., & Shahid, Z. (2022). ‘Self-assessment of active
learning and critical thinking during problem-based learning: An exploratory study’, JPMA.
The Journal of the Pakistan Medical Association, 72(9), 1771–1774. DOI:
[Link]
Mete, S., & Yildirim Sari, H. (2008). ‘Nursing students' expectations from tutors in PBL and
effects of tutors' behaviour on nursing students’, Nurse education today, 28(4), 434–442.
DOI: [Link]
Sangestani, G., & Khatiban, M. (2013). ‘Comparison of problem-based learning and lecture-
based learning in midwifery’, Nurse education today, 33(8), 791–795. DOI:
[Link]
Slattery, J., & Douglas, J. (2014). ‘An exploration of novice and experienced problem-based
learning facilitators' perceptions of their roles in a speech-language pathology programme.
Does experience matter?’ Clinical linguistics & phonetics, 28(1-2), 24–35.
[Link]
Tang, F., Chen, C., Zhu, Y., Zuo, C., Zhong, Y., Wang, N., Zhou, L., Zou, Y., & Liang, D.
(2017). ‘Comparison between flipped classroom and lecture-based classroom in
ophthalmology clerkship’, Medical education online, 22(1), 1395679. DOI:
[Link]
Teichgräber, U., Ingwersen, M., Mentzel, H. J., Aschenbach, R., Neumann, R., Franiel, T.,
Herzog, A. B., Böttcher, J., Pfeil, A., Mensel, B., Kühnel, C., Freesmeyer, M., Fischer, M. R.,
& Zottmann, J. (2021). ‘Impact of a Heutagogical, Multimedia-Based Teaching Concept
to Promote Self-Determined, Cooperative Student Learning in Clinical Radiology’, RoFo :
Fortschritte auf dem Gebiete der Rontgenstrahlen und der Nuklearmedizin, 193(6), 701–711.
DOI: [Link]
Trullàs, J. C., Blay, C., Sarri, E., & Pujol, R. (2022). ‘Effectiveness of problem-based
learning methodology in undergraduate medical education: a scoping review’, BMC medical
education, 22(1), 104. DOI: [Link]
Wong, F. M. F., & Kan, C. W. Y. (2022). ‘Online Problem-Based Learning Intervention on
Self-Directed Learning and Problem-Solving through Group Work: A Waitlist Controlled
Trial’, International journal of environmental research and public health, 19(2), 720. DOI:
[Link]
Wosinski, J., Belcher, A. E., Dürrenberger, Y., Allin, A. C., Stormacq, C., & Gerson, L.
(2018). ‘Facilitating problem-based learning among undergraduate nursing students: A
qualitative systematic review’, Nurse education today, 60, 67–74. DOI:
[Link]
Yeung, M. M., Yuen, J. W., Chen, J. M., & Lam, K. K. (2023). ‘The efficacy of team-based
learning in developing the generic capability of problem-solving ability and critical thinking
skills in nursing education: A systematic review’, Nurse education today, 122, 105704. DOI:
[Link]