Ge Wei-Li, Zhu Xia-Yin, Lin Jiang-Bo, Jiang Jian-Jun, Li Tao, Lu Yi-Fei, Mi Ya-Fei, Tung Tao-Hsin
Shandong Provincial Qianfoshan Hospital, Shandong University, Shandong, China.
Department of Cardiology, Taizhou Hospital of Zhejiang Province Affiliated to Wenzhou Medical University, Zhejiang, China.
BMC Med Educ. 2025 Mar 28;25(1):455. doi: 10.1186/s12909-025-06951-z.
Problem-based learning (PBL), based on self-directed learning, is an instructional strategy that shifts the approach from the instructor to the student (student-centered). Notwithstanding its adoption in undergraduate and graduate medical education, its usefulness remains a topic of debate. This study aims to review current worldwide data on the efficacy and utility of critical thinking and clinical skills using PBL educational methods for teaching programs to undergraduate medical students, ursing students, dental students and medical residents.
The search was conducted in June 2024 in PubMed, Cochrane, Embase, and Web of Science and included all publications regardless of the publication date, study design, or country of origin.
Thirteen meta-analyses and systematic reviews were compiled through database screening. The results showed that PBL effectively enhanced students' clinical skills and critical thinking abilities; nevertheless, further evidence is needed to confirm this finding.
PBL may be a successful and an effective instructional strategy, not only medical, but also nursing and dental education. Students can learn skills and acquire competencies useful for their medical professionalism through PBL in addition to their existing knowledge.
基于自主学习的问题式学习（PBL）是一种教学策略，它将教学方法从以教师为中心转变为以学生为中心。尽管它已被应用于本科和研究生医学教育，但其有效性仍是一个有争议的话题。本研究旨在回顾当前全球范围内关于使用PBL教育方法对本科医学生、护理学生、牙科学生和住院医师进行教学时，批判性思维和临床技能的有效性和实用性的数据。
2024年6月在PubMed、Cochrane、Embase和科学网进行了检索，纳入所有出版物，不考虑出版日期、研究设计或原产国。
通过数据库筛选，整理出13项荟萃分析和系统评价。结果表明，PBL有效地提高了学生的临床技能和批判性思维能力；然而，需要进一步的证据来证实这一发现。
PBL可能是一种成功且有效的教学策略，不仅适用于医学教育，也适用于护理和牙科教育。学生除了可以通过PBL学习技能并获得对其医学专业素养有用的能力外，还能巩固现有知识。
