The effects of problem-based learning during medical school on physician competency: a systematic review

被引:328
|
作者
Koh, Gerald Choon-Huat [1 ]
Khoo, Hoon Eng [2 ,3 ]
Wong, Mee Lian [1 ,2 ]
Koh, David [1 ]
机构
[1] Natl Univ Singapore, Dept Community Occupat & Family Med, Singapore 117548, Singapore
[2] Natl Univ Singapore, Med Educ Unit, Singapore 117548, Singapore
[3] Natl Univ Singapore, Loo Lin Sch Med, Ctr Dev Teaching & Learning, Singapore 117548, Singapore
关键词
D O I
10.1503/cmaj.070565
中图分类号
R5 [内科学];
学科分类号
1002 ; 100201 ;
摘要
Background: Systematic reviews on the effects of problem-based learning have been limited to knowledge competency either during medical school or postgraduate training. We conducted a systematic review of evidence of the effects that problem-based learning during medical school had on physician competencies after graduation. Methods: We searched MEDLINE, EMBASE, CINAHL, PsycINFO, Cochrane Databases, and the tables of contents of 5 major medical education journals from earliest available date through Oct. 31, 2006. We included studies in our review if they met the following criteria: problem-based learning was a teaching method in medical school, physician competencies were assessed after graduation and a control group of graduates of traditional curricula was used. We developed a scoring system to assess the quality of the studies, categorized competencies into 8 thematic dimensions and used a second system to determine the level of evidence for each competency assessed. Results: Our search yielded 102 articles, of which 15 met inclusion criteria after full text review. Only 13 studies entered final systematic analysis because 2 studies reported their findings in 2 articles. According to self-assessments, 8 of 37 competencies had strong evidence in support of problem-based learning. Observed assessments had 7 competencies with strong evidence. In both groups, most of these competencies were in the social and cognitive dimensions. Only 4 competencies had moderate to strong levels of evidence in support of problem-based learning for both self- and observed assessments: coping with uncertainty ( strong), appreciation of legal and ethical aspects of health care ( strong), communication skills ( moderate and strong respectively) and self- directed continuing learning ( moderate). Interpretation: Problem-based learning during medical school has positive effects on physician competency after graduation, mainly in social and cognitive dimensions.
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页码:34 / 41
页数:8
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