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Effects of problem‐based learning on delivering medical and nursing education: A systematic review and meta‐analysis of randomized controlled trials.

Background: There is still a lack of high‐level evidence on the effects of problem‐based learning (PBL) in general medical and nursing education. Aims: We aimed to summarize current evidence on the effects of PBL in delivering medical and nursing education from randomized controlled trials (RCTs). M...

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Published in:Worldviews on Evidence-Based Nursing (John Wiley & Sons, Inc.) Vol. 20; no. 5; pp. 500 - 513
Main Authors: Ren, Song, Li, Yi, Pu, Lei, Feng, Yunlin
Format: meta analysis research systematic review tables/charts Journal Article
Published: John Wiley & Sons, Inc. Oct2023
Online Access:View this record in EBSCOhost
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      dt: Oct2023
      vid: 20
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      pub: John Wiley & Sons, Inc.
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        atl: Effects of problem‐based learning on delivering medical and nursing education: A systematic review and meta‐analysis of randomized controlled trials.
      aug:
        au:
          Ren, Song
          Li, Yi
          Pu, Lei
          Feng, Yunlin
        affil: Department of Nephrology, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, China
      sug:
        subj:
          Problem-Based Learning
          Education, Nursing
          Education, Medical
          Human
          Male
          Female
          Systematic Review
          Meta Analysis
          Medline
          Embase
          Cochrane Library
          Confidence Intervals
          Comparative Studies
          Specialties, Medical
          Feedback
          Randomized Controlled Trials
          PubMed
          CINAHL Database
          Quality Assessment
          Data Analysis Software
          Descriptive Statistics
          P-Value
          Nursing Knowledge
          Student Satisfaction
          Sensitivity and Specificity
          Funding Source
          Male
          Female
      ab: Background: There is still a lack of high‐level evidence on the effects of problem‐based learning (PBL) in general medical and nursing education. Aims: We aimed to summarize current evidence on the effects of PBL in delivering medical and nursing education from randomized controlled trials (RCTs). Methods: A systematic search was performed in MEDLINE, EMBASE, Cochrane Central Library, and CINAHL Complete. RCTs that assessed the effects of a PBL module in delivering medical education were eligible. Outcomes included knowledge, performance, and satisfaction. The risk of bias was assessed according to Cochrane handbook guidelines. Standardized mean differences with 95% confidence intervals of each outcome between PBL and control groups were pooled using a random‐effects model. Results: In all, 22 RCTs with 1969 participants were included. Both pooled analyses of changes in scores compared with baseline and absolute post‐interventional scores favored PBL module in knowledge and performance. The satisfaction degree was also higher in participants receiving PBL methods. Publication bias might exist in satisfaction; however, not in knowledge and performance. Eleven of the 22 studies were assessed as having a high risk of bias. Linking Evidence to Action: Compared with traditional lecture‐based modules, PBL delivered medical education in different medical science specialities more efficiently from both theoretical knowledge and practice skill perspectives. The feedback from participants receiving PBL methods was more positive than that from those receiving traditional methods. However, the high heterogeneity and low quality of the included studies prevented drawing definite conclusions.
      pubtype: Academic Journal
      doctype:
        meta analysis
        research
        systematic review
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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