Problem-based learning in continuing medical education

Objective To investigate the effects of problem-based learning (PBL) in continuing medical education.

Data sources PubMed, MEDLINE, EMBASE, CINAHL, and ERIC databases were searched for randomized controlled trials published in English from January 2001 to May 2011 using key words problem-based learning, practice-based, self-directed, learner-centered, and active learning, combined with continuing medical education, continuing professional development, post professional, postgraduate, and adult learning.

Study selection Randomized controlled trials that described the effects of PBL on knowledge enhancement, performance improvement, participants’ satisfaction, or patients’ health outcomes were selected for analysis.

Synthesis Fifteen studies were included in this review: 4 involved postgraduate trainee doctors, 10 involved practising physicians, and 1 had both groups. Online learning was used in 7 studies. Among postgraduate trainees PBL showed no significant differences in knowledge gain compared with lectures or non–case-based learning. In continuing education, PBL showed no significant difference in knowledge gain when compared with other methods. Several studies did not provide an educational intervention for the control group. Physician performance improvement showed an upward trend in groups participating in PBL, but no significant differences were noted in health outcomes.

Conclusion Online PBL is a useful method of delivering continuing medical education. There is limited evidence that PBL in continuing education would enhance physicians’ performance or improve health outcomes.