• Effectiveness of Problem-Based Learning in Undergraduate Medical Education: A Synthesis of Recent Review Evidence
  • Amirhossein Parang,1 Azadeh Azamian,2,*
    1. Student of Medicine, Faculty of Medicine, Bushehr University of Medical Sciences
    2. Department of Medical Education,Education Development Center, Bushehr University of Medical Sciences, Bushehr, Iran


  • Introduction: Problem-based learning (PBL) is a student-centered pedagogical approach widely adopted in undergraduate medical education. Although PBL is increasingly used to enhance practical skills and self-directed learning, evidence regarding its overall effectiveness across multiple outcomes remains heterogeneous. This study aimed to synthesize current review evidence on the effectiveness of PBL in undergraduate medical education, focusing on learner satisfaction, educational environment, practical skills, and theoretical knowledge.
  • Methods: A narrative synthesis of four recent review articles and meta-analyses was conducted. We focused on systematic and scoping reviews published within the last five years to ensure the inclusion of up-to-date evidence that reflects current innovations and practices in problem-based learning. Studies reporting on PBL outcomes in undergraduate medical education were included, without restriction on language or country, and findings were summarized qualitatively.
  • Results: Across the four included reviews, problem-based learning consistently demonstrated positive effects on learner satisfaction and the educational environment, with significant improvements reported in studies using the Dundee Ready Education Environment Measure (DREEM). Evidence also indicated that PBL enhanced practical skills, clinical reasoning, and case analysis performance compared with lecture-based learning. While theoretical knowledge and examination performance were generally equivalent or slightly better in the PBL groups, the results varied across studies. The effectiveness of PBL appeared to be influenced by factors such as facilitator training, group size, and program design. However, heterogeneity in study designs, small sample sizes, and the high risk of bias in some trials limit the certainty of these findings.
  • Conclusion: Problem-based learning appears to be an effective and satisfactory approach in undergraduate medical education, improving learner satisfaction, educational environment, and practical skills. Its impact on theoretical knowledge is at least equivalent to traditional methods. Future well-designed, multi-center studies are needed to confirm and generalize these findings.
  • Keywords: Problem-based learning(PBL), Undergraduate Medical Education, practical skills, clinical reasoning