PBL is associated with improved trainee satisfaction in PGME (8 of 12 reaction studies reported high satisfaction)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Eight of 12 studies assessing reaction concluded high satisfaction, favourable attitudes, and preference for PBL over traditional lectures. → Mensour Emma A 2025

Evidence¶

Mensour Emma A 2025¶

Mensour Emma A, Tran Carolyn, Li Toni, Mallawaarachchi Indika, Shaw Jennifer M, Blissett Sarah. (2025). Evaluating the outcomes of problem-based learning in postgraduate medical education: a systematic review and meta-analysis. Canadian Medical Education Journal. https://doi.org/10.36834/cmej.77394

q3 · i? · quant-synthesis · r1

Narrative synthesis of the 12 reaction-level studies in the review; the review reports "high satisfaction, favourable attitudes, and preference for PBL over traditional lectures" in eight of 12 studies.

"Eight of 12 studies concluded high satisfaction, favourable attitudes, and preference for PBL over traditional lectures."

Discussion¶

Related Claims¶

• PBL in family medicine residency programs is associated with high learner satisfaction, though not always rated above lectures — a narrower finding that bears on this claim
• Of 4310 screened abstracts, 21 studies of PBL in PGME were included, spanning eight specialties and four Kirkpatrick outcome levels — a broader claim this one bears on
• Student preference for CBL, PBL or TBL over traditional teaching was reported in 15 of 22 studies (68.1%), but only two studies used a controlled comparison with lecture — related
• TBL is associated with higher satisfaction, positive attitudes and motivation versus lecture, but preferences are mixed — related
• Most reviewed studies found active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures — a broader claim this one bears on
• Student satisfaction favours traditional teaching over PBL methods (pooled MD -0.14), conflicting with the skills and knowledge findings — reports the opposite