Systematic review of 17 studies identifies six themes on creative project-based learning in medical education: enhanced learning, collaborative learning, deep learning, student engagement, student disengagement, and faculty engagement¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Thematic analysis of 17 included studies generated six themes: enhanced learning, collaborative learning, deep learning, student engagement, student disengagement, and faculty engagement. → Yi Tan Yong 2025

Evidence¶

Yi Tan Yong 2025¶

Yi Tan Yong, Shreyans Panwar, Vallabhajosyula Ranganath. (2025). Learning by making – student-made models and creative projects for medical education: systematic review with qualitative synthesis. BMC Medical Education. https://doi.org/10.1186/s12909-025-06716-8

q3 · i? · review · r3

Systematic review with qualitative content and thematic analysis of 17 studies published 2010–2022. The review reports that "six key themes were derived from the 20 codes that were identified across the studies." No effect sizes reported; impact null.

"Following thematic analysis, six key themes were derived from the 20 codes that were identified across the studies. These themes were (1) enhanced learning, (2) collaborative learning, (3) deep learning, (4) student engagement, (5) student disengagement, and (6) faculty engagement."

Discussion¶

Related Claims¶

• Faculty engagement was positively received, with faculty viewing creative projects as pedagogically valuable and learning from student work — a narrower finding that bears on this claim
• Creative projects can disengage students who lack drawing skill, impose high task burden, and be perceived as equivalent to conventional teaching — a narrower finding that bears on this claim
• Students perceive that interacting with others in experiential learning fosters empathy and a sense of community by enhancing perspective-taking (beauty) — related