Problem-based learning in pre-clinical medical education: 22 years of outcome research

References

• Albanese MA, Mitchell S. Problem-based learning: A review of literature on its outcomes and implementation issues. Acad Med 1993; 68(1)52–81
   PubMed Web of Science ®Google Scholar
• Albano MG, Cavallo F, Hoogenboom R, Magni F, Majoor G, Manenti F, Schuwirth L, Stiegler I, van der Vleuten C. An international comparison of knowledge levels of medical students: The Maastricht Progress Test. Med Educ 1996; 30(4)239–245
   PubMed Web of Science ®Google Scholar
• Antepohl W, Herzig S. Problem-based learning versus lecture-based learning in a course of basic pharmacology: A controlled, randomized study. Med Educ 1999; 33(2)106–113
   PubMed Web of Science ®Google Scholar
• Baca E, Mennin SP, Kaufman A, Moore-West M. Comparison between a problem-based, community-oriented track and a traditional track within one medical school. Innovation in medical education: An evaluation of its present status, ZM Nooman, HG Schmidt, ES Ezzat. Springer, New York 1990; 9–26
   Google Scholar
• Barrows HS. Problem-based learning in medicine and beyond: A brief overview. New Dir Teach Learn 1996; 68: 3–12
   Google Scholar
• Berkson L. Problem-based learning: Have the expectations been met?. Acad Med 1993; 68(10 Suppl)S79–S88
   PubMed Web of Science ®Google Scholar
• Block SD, Moore GT. Project evaluation. New pathways to medical education: Learning to learn at Harvard Medical School, DC Tosteson, SJ Adelstein, ST Carver. Harvard University Press, Cambridge, MA 1994; 114–122
   Google Scholar
• Boshuizen HPA, Schmidt HG, Wassmer L. Curriculum style and the integration of biomedical and clinical knowledge. Problem-based learning as an educational strategy, PAJ Bouhuys, HG Schmidt, HJM van Berket. Network Publications, Maastricht 1993; 33–41
   Google Scholar
• Casassus P, Hivon R, Gagnayre R, d'Ivernois JF. An initial experiment in haematology instruction using the problem-based learning method in third-year medical training in France. Hematol Cell Ther 1999; 41(4)137–144
   PubMedGoogle Scholar
• Colliver JA. Effectiveness of problem-based learning curricula: Research and theory. Acad Med 2000; 75(3)259–266
   PubMed Web of Science ®Google Scholar
• Cook DA, Beckman TJ, Bordage G. Quality of reporting of experimental studies in medical education: A systematic review. Med Educ 2007; 41: 737–745
   PubMed Web of Science ®Google Scholar
• Distlehorst LH, Dawson E, Robbs RS, Barrows HS. Problem-based learning outcomes: The glass half-full. Acad Med 2005; 80(3)294–299
   PubMed Web of Science ®Google Scholar
• Distlehorst LH, Robbs RS. A comparison of problem-based learning and standard curriculum students: Three years of retrospective data. Teach Learn Med 1998; 10(3)131–137
   Web of Science ®Google Scholar
• Dochy F, Segers M, Van den Bossche P, Gijbels D. Effects of problem-based learning: A meta-analysis. Learn Instr 2003; 13: 533–568
   Web of Science ®Google Scholar
• Dyke P, Jamrozik K, Plant AJ. A randomized trial of a problem-based learning approach for teaching epidemiology. Acad Med 2001; 76(4)373–379
   PubMed Web of Science ®Google Scholar
• Eisenstaedt RS, Barry WE, Glanz K. Problem-based learning: Cognitive retention and cohort traits of randomly selected participants and decliners. Acad Med 1990; 65(9 Suppl)S11–S12
   PubMed Web of Science ®Google Scholar
• Enarson C, Cariaga-Lo L. Influence of curriculum type on student performance in the United States Medical Licensing Examination Step 1 and Step 2 exams: Problem-based learning vs lecture-based curriculum. Med Educ 2001; 35(11)1050–1055
   PubMed Web of Science ®Google Scholar
• Farquhar LJ, Haf J, Kotabe K. Effect of two preclinical curricula on NBME Part I examination performance. J Med Educ 1986; 61(5)368–373
   PubMedGoogle Scholar
• Higgins JPT, Green S. Cochrane Handbook for Systematic Reviews of Interventions 4.2.6. John Wiley & Sons, Ltd, Cochrane Collaboration, ChichesterUK 2006
   Google Scholar
• Hinduja K, Samuel R, Mitchell S. Problem-based learning: Is anatomy a casualty?. Surgeon J Royal Coll Surg Edinburgh & Ireland 2005; 3(2)84–87
   PubMed Web of Science ®Google Scholar
• Hmelo CE. Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. J Learn Sci 1998; 7(2)173–208
   Web of Science ®Google Scholar
• Hoffman K, Hosokawa M, Blake R, Jr, Headrick L, Johnson G. Problem-based learning outcomes: Ten years of experience at the University of Missouri-Columbia School of Medicine. Acad Med 2006; 81(7)617–625
   PubMed Web of Science ®Google Scholar
• Kalaian HA, Mullan PB, Kasim RM. What can studies of problem-based learning tell us? Synthesizing and modeling PBL effects on National Board of Medical Examination performance: Hierarchical linear modeling meta-analytic approach. Adv Health Sci Educ 1999; 4(3)209–221
   PubMed Web of Science ®Google Scholar
• Koh GC, Khoo HE, Wong ML, Koh D. The effects of problem-based learning during medical school on physician competency: A systematic review. CMAJ Can Med Assoc J 2008; 178: 34–41
   PubMed Web of Science ®Google Scholar
• Leung GM, Johnston JM. Evidence-based medical education – quo vadis?. J Eval Clin Pract 2006; 12(3)353–364
   PubMed Web of Science ®Google Scholar
• Lycke KH, Grottum P, Stromso HI. Student learning strategies, mental models and learning outcomes in problem-based and traditional curricula in medicine. Med Teach 2006; 28(8)717–722
   PubMed Web of Science ®Google Scholar
• Mennin SP, Friedman M, Skipper B, Kalishman S, Snyder J. Performances on the NBME I, II, and III by medical students in the problem-based learning and conventional tracks at the University of New Mexico. Acad Med 1993; 68(8)616–624
   PubMed Web of Science ®Google Scholar
• Moore G, Block S, Mitchell R. A randomized controlled trial evaluating the impact of the new pathway curriculum at Harvard medical school. Harvard University Medical School, Cambridge, MA 1990, Final report
   Google Scholar
• Moore GT, Block SD, Style CB, Mitchell R. The influence of the New Pathway curriculum on Harvard medical students. Acad Med 1994; 69(12)983–989
   PubMed Web of Science ®Google Scholar
• Newman M. A pilot systematic review and meta-analysis on the effectiveness of problem-based learning. Special Report 2, Learning & Teaching Subject Network, NewcastleUK 2003
   Google Scholar
• Norman GR, Schmidt HG. The psychological basis of problem-based learning: A review of the evidence. Acad Med 1992; 67: 557–565
   PubMed Web of Science ®Google Scholar
• Oxman AD, Guyatt GH. Validation of an index of the quality of review articles. J Clin Epidemiol 1991; 44: 1271–1278
   PubMed Web of Science ®Google Scholar
• Patel VL, Arocha JF, Leccisi MS. Impact of undergraduate medical training on house staff problem-solving performance: Implications for problem-based curricula. J Dental Educ 2001; 65(11)1199–1218
   PubMedGoogle Scholar
• Remmen R, Scherpbier A, van der Vleuten C, Denekens J, Derese A, Hermann I, Hoogenboom R, Kramer A, Van Rossum H, Van Royen P, et al. Effectiveness of basic clinical skills training programmes: A cross-sectional comparison of four medical schools. Med Educ 2001; 35(2)121–128
   PubMed Web of Science ®Google Scholar
• Richards BF, Ober KP, Cariaga-Lo L, Camp MG, Philp J, McFarlane M, Rupp R, Zaccaro DJ. Ratings of students' performances in a third-year internal medicine clerkship: A comparison between problem-based and lecture-based curricula. Acad Med 1996; 71: 187–189
   PubMed Web of Science ®Google Scholar
• Richards BF, Cariaga LD. A comparison between students in problem-based and traditional curricula at the same medical school: Preparing for the NBME Part I. Med Educ 1993; 27(2)130–136
   PubMed Web of Science ®Google Scholar
• Rolfe IE, Andren JM, Pearson S, Hensley MJ, Gordon JJ. Clinical competence of interns. Programme Evaluation Committee (PEC). Med Educ 1995; 29: 225–230
   Google Scholar
• Sachs LA, Altman M, Trzebiatowski GL, Williams JH, Verny R, Bellchambers M. A comparison of medical students’ performances in independent study and traditional programs. J Med Educ 1985; 60(8)602–609
   PubMedGoogle Scholar
• Santos-Gomez L, Kalishman S, Rezler A, Skipper B, Mennin SP. Residency performance of graduates from a problem-based and a conventional curriculum. Med Educ 1990; 24(4)366–375
   PubMed Web of Science ®Google Scholar
• Schmidt HG, Machiels-Bougaerts M, Hermans H, Tencafe O, Venekamp R, Boshvizen HPA. The development of diagnostic competence: A comparison between a problem-based, an integrated, and a conventional medical curriculum. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA, 1995, April 18–22
   Google Scholar
• Schmidt HG, Dauphinee WD, Patel VL. Comparing the effects of problem-based and conventional curricula in an international sample. J Med Educ 1987; 62(4)305–315
   PubMedGoogle Scholar
• Schmidt HG, Machiels-Bongaerts M, Hermans H, ten Cate TJ, Venekamp R, Boshuizen HP. The development of diagnostic competence: Comparison of a problem-based, an integrated, and a conventional medical curriculum. Acad Med 1996; 71(6)658–664
   PubMed Web of Science ®Google Scholar
• Shanley PF. Viewpoint: Leaving the ‘empty glass’ of problem-based learning behind: New assumptions and a revised model for case study in preclinical medical education. Acad Med 2007; 82(5)479–485
   PubMed Web of Science ®Google Scholar
• Shin JH, Haynes RB, Johnston ME. Effect of problem-based, self-directed undergraduate education on life-long learning. CMAJ Can Med Assoc J 1993; 148: 969–976
   PubMed Web of Science ®Google Scholar
• Sivam SP, Latridis PG, Vaughn S. Integration of pharmacology into a problem-based learning curriculum for medical students. Med Educ 1995; 29(4)289–296
   PubMed Web of Science ®Google Scholar
• Sivan A, Wong Leung R, Woon C. An implementation of active learning and its effect on the quality of student learning. Innov Educ Train Int 2000; 37(4)381–389
   Web of Science ®Google Scholar
• Tamblyn R, Abrahamowicz M, Dauphinee D, Girard N, Bartlett G, Grand'Maison P, Brailovsky C. Effect of a community oriented problem based learning curriculum on quality of primary care delivered by graduates: Historical cohort comparison study. Brit Med J 2005; 331(7523)1002
   PubMed Web of Science ®Google Scholar
• Van Hessen PAW, Verwijnen GM. Does problem-based learning provide other knowledge?. Teaching and assessing clinical competence, W Bender, RJ Hiemstra, AJJA Scherpbier, RP Zwierstra. Boekwerk Publications, GroningenThe Netherlands 1990; 446–451
   Google Scholar
• Verhoeven BH, Verwijnen GM, Scherpbier AJJA, Holdrinet RSG, Oeseburg B, Bulte JA, van der Vleuten CPM. An analysis of progress test results of PBL and non-PBL students. Med Teach 1998; 20(4)310–316
   Web of Science ®Google Scholar
• Vernon DT, Blake RL. Does problem-based learning work? A meta-analysis of evaluative research. Acad Med 1993; 68(7)550–563
   PubMed Web of Science ®Google Scholar
• Verwijnen M, Van der Vleuten C, Imbos T. A comparison of an innovative medical school with traditional schools: An analysis in the cognitive domain. Innovation in medical education: An evaluation of its present status, ZH Nooman, HG Schmidt, ES Ezzat. Springer, New York 1990; 41–49
   Google Scholar
• Way DP, Biagi B, Clausen K, Hudson A. The effects of basic science pathway on USMLE Step 1 scores. Acad Med 1999; 74(10 Suppl)S7–S9
   PubMed Web of Science ®Google Scholar
• Whitfield CF, Mauger EA, Zwicker J, Lehman EB. Differences between students in problem-based and lecture-based curricula measured by clerkship performance ratings at the beginning of the third year. Teach Learn Med 2002; 14(4)211–217
   PubMed Web of Science ®Google Scholar
• Woodward C. Monitoring an innovation in medical education: The McMaster experience. Innovation in medical education: An evaluation of its present status, ZM Nooman, HG Schmidt, ES Ezzat. Springer, New York 1990; 27–39
   Google Scholar
• Woodward CA, Ferrier BM, Goldsmith C, Cohen M. Billing patterns of general practitioners and family physicians in Ontario: A comparison of graduates of McMaster Medical School with graduates of other Ontario medical schools. Res Med Educ 1988; 27: 276–281
   PubMedGoogle Scholar
• Woodward CA, Ferrier BM, Cohen M, Goldsmith A. A comparison of the practice patterns of general practitioners and family physicians graduating from McMaster and other Ontario medical schools. Teach Learn Med 1990; 2(2)79–88
   Google Scholar