Problem-based learning: how do the outcomes compare with traditional teaching?

摘要

Problem-based learning (PBL) was first introduced into the medical curriculum in the UK in 1995.1 With the support of the General Medical Council, who state that ‘modern educational theory and research must influence teaching and learning’,2 it has now been adopted in the majority of UK medical schools and is a core component of teaching in the four new English medical schools.3 It is thought that PBL will better equip doctors for lifelong learning, but is there a good evidence base for such a paradigm shift beyond the application of modern educational theory?