PBL and conventional instruction produce similar learning outcomes in postgraduate medical education (pooled mean difference 0.13%, 95% CI -6.74 to 7.00)¶

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? Meta-analysis of three eligible articles found no significant difference in pre- and post-test results between PBL and usual teaching in PGME. → 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

Systematic review and random-effects meta-analysis of three controlled studies of PBL in PGME; the review reports "no significant difference after PBL in pre- and post-test results" with pooled mean difference 0.13% (95% CI -6.74–7.00).

"Meta-analysis of the three eligible articles demonstrated no significant difference after PBL in pre- and post-test results (pooled mean difference=0.13%, 95% CI, -6.74–7.00)."

Discussion¶

Related Claims¶

• Findings from other postgraduate specialties suggest PBL and CBL improve performance, knowledge and confidence, but overall RCT quality in this field is deemed unsatisfactory — related
• PBL shows no statistically significant advantage over conventional learning for critical thinking/knowledge in first-year medical students (p = 0.29) — related