PROBLEM-BASED LEARNING - ITS ROLE IN UNDERGRADUATE SURGICAL EDUCATION

Objective: To familiarize the surgeon with problem-based learning (PBL ) and to discuss the current and future role of PBL in undergraduate s urgical education. Data Sources: Two meta-analyses comparing the outco me of a PBL curriculum with a traditional curriculum and other studies in the English-language literature. Study Selection: Data on the effe ctiveness of PBL can best be assessed by a meta-analysis in which the conclusions of many studies are reviewed and combined to provide a mor e comprehensive picture. The studies chosen represent those from the o nly two recent meta-analyses of the problem that have appeared in repu table journals. Data Extraction: Results reported are those obtained u sing appropriate techniques and published in reputable journals. Infor mation relevant to the major issues in undergraduate surgical training was selected for inclusion. Data Synthesis: PBL depends on self-direc ted learning, triggered by a clinical problem. The students meet in sm all groups led by a facilitator and discuss carefully designed clinica l cases. At the conclusion, the students will have encountered all the information necessary to solve the case and, in so doing, will have g ained knowledge that in a conventional curriculum would usually have b een disseminated by lecture. There were only small differences between graduates from the two types of curricula. Those from a PBL curriculu m had comparable examination results to those from a traditional curri culum on both basic science and clinically based examinations but were happier with their educational experiences. Conclusions: Centres that have adopted a PBL approach have found improved student motivation an d enjoyment, but there has been no convincing evidence of improved lea rning. An intelligent combination of both traditional and PBL approach es will likely provide the most effective training for undergraduate s urgical clerks.