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Effectiveness of Problem-based Learning Curricula
Academic Medicine · 2000 · Vol. 75(3) · pp. 259–266
Jerry A. Colliver✉(Southern Illinois University School of Medicine)
Abstract
The review of the literature revealed no convincing evidence that PBL improves knowledge base and clinical performance, at least not of the magnitude that would be expected given the resources required for a PBL curriculum. The results were considered in light of the educational theory that underlies PBL and its basic research. The author concludes that the ties between educational theory and research (both basic and applied) are loose at best.
Problem and Project Based LearningInnovations in Medical EducationClinical Reasoning and Diagnostic SkillsCredibilityCurriculumEducational researchOutcome (game theory)Problem-based learningMedical educationEmpirical researchEducation theoryPsychologyMathematics education
MeSH terms
CurriculumEducation, Medical, UndergraduateLearningPsychological TheoryProblem-Based Learning
Citations
917
FWCI
174.04
field-weighted impact
References
26
Percentile
100%
vs. same field & year
Citations per year
Cited by
Problem based learning
BMJ · 2003 · 2,132 citations
References
A cognitive perspective on medical expertise
Academic Medicine · 1990 · 1,113 citations
Does problem-based learning work? A meta-analysis of evaluative research
Academic Medicine · 1993 · 1,459 citations
The psychological basis of problem-based learning
Academic Medicine · 1992 · 1,465 citations
The Transition
Academic Medicine · 1993 · 2,500 citations
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