Journal
MEDICAL PRINCIPLES AND PRACTICE
Volume 18, Issue 1, Pages 1-9Publisher
KARGER
DOI: 10.1159/000163038
Keywords
Problem-based learning; Medical education; Self-directed learning; Memory and cognitive architecture; Guided learning; Outcome assessment; Clinical competency
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Problem-based learning (PBL) has swept the world of medical education since its introduction 40 years ago, leaving a trail of unanswered or partially answered questions about its benefits. The literature is replete with systematic reviews and meta-analyses, all of which have identified some common themes; however, heterogeneity in the definition of a 'problem-based learning curriculum' and its delivery, coupled with different outcome measurements, has produced divergent opinions. Proponents and detractors continue to dispute the merits of the cognitive foundation of a PBL approach, but, despite this, there is evidence that graduates of PBL curricula demonstrate equivalent or superior professional competencies compared with graduates of more traditional curricula. Copyright (C) 2008 S. Karger AG, Basel
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