Assessment in problem-based learning medical schools: A literature review

Background: Despite widespread use of problem-based learning (PBL) in medic al schools, no review currently exists on ifs assessment. Given the importa nce of assessment for any curriculum, a critical review of the literature w as conducted to explore whether the assessment methods match the philosophi cal tenets of PBL. Summary: Articles from MEDLINE and other databases on the assessment of PBL were reviewed. The following areas require special attention by PBL medica l schools: enhancement of formal continuous formative assessment; use of th e context of a working problem to assess knowledge and problem-solving skil ls; prevention of negative steering effects by a judicious choice of assess ment content instruments, and timing; and implementation of a longitudinal and centralized student profile. Conclusion: Despite the existence of general practical recommendations on a ssessment in PBL settings, this review reveals a lack of uniformity and con sensus on the practical application of general principles. Topics for futur e research are highlighted.