Carrero et al,8 2007 | Spain | First-year residents | 1-h group discussion on preanesthetic assessment | 1-h lecture-based session on same topic | 25 | 29 | Improved in both with little difference | NA | NA | NA |
Cook et al,9 2009 | United States | First-, second-, and third-year residents | Online case-based modules on osteoporosis, cervical cancer screening, tobacco dependence, and dementia | Online non–case-based teaching of same subjects | 65 | 65 | Improved in both with little difference | NA | Higher with PBL format | NA |
Haidet et al,10 2004 | United States | Residents | 1-h small group discussions within a large group setting on effective use of diagnostic testing | 1-h didactic lecture on same topic | 36 | 27 | Both groups had improved knowledge gain and retention with no significant difference between the groups | NA | Lower perception of the educational value of the PBL session | NA |
Smits et al,11 2003 | Netherlands | Residents | 1 d/wk for 4 wk of small group learning sessions on mental health problems | 1 d/wk of lectures for 4 wk on same content | 59 | 59 | Improved in both groups with no significant differences | Increased in both groups but significantly more in the PBL group (P < .05) | Less satisfied with the PBL method | NA |
Searle et al,12 2002 | Australia | Gynecologists, registrars, and visiting medical officers | Interactive workshop on dysfunctional uterine bleeding | Reading materials | 18 | 28 | NA | Increase in evidence-based behaviour in the intervention group | NA | No change |
White et al,13 2004 | Canada | Family physicians | 1-h small group session on asthma management | 1-h lecture on same topic by the same facilitator | 23 | 29 | Increase in knowledge gain and retention with both with no significant differences | NA | More positive satisfaction with PBL | NA |
Taylor et al,14 2004 | United Kingdom | Physicians, administrators, and allied health workers | Half-day small group workshop on critical appraisal skills | None | 73 | 72 | Positive | No effect | NA | NA |
Hugenholtz et al,15 2008 | Netherlands | Occupational physicians | 30-min online module on mental health | 30-min lecture based on same topic | 37 | 35 | Improved in both with no significant difference | NA | NA | NA |
Short et al,16 2006 | United States | Primary care physicians | 4-h asynchronous online multimedia sessions on intimate partner violence | None | 23 | 29 | Positive | Positive | Positive | NA |
Harris et al,17 2002 | United States | Primary care physicians, emergency physicians, and orthopedic surgeons | 2-h online program on domestic violence | None | 28 | 37 | Positive | No effect | Positive | NA |
Hugenholtz et al,18 2008 | Netherlands | Occupational physicians | 3 half-days over 2 wk of small group learning with 10 PBL sessions on evidence-based medicine | None | 49 | 59 | Improved | Positive | Perceived as valuable; no improvement in perceived self-efficacy | NA |
Allison et al,19 2005 | United States | Primary care physicians | 4 multimodal online modules on chlamydia screening | Online flat text education on women’s health | 96 | 95 | NA | Positive; decline in chlamydia screening tests was less in the intervention group | NA | NA |
Curtis et al,20 2007 | United States | Primary care physicians, rheumatologists | 3 online interactive modules on glucocorticoid-induced osteoporosis | Online text-based teaching on chronic illness other than osteoporosis | 78 | 75 | NA | No statistically significant difference although the intervention group conducted more screening tests and interventions | NA | No significant difference |
Harris et al,21 2005 | Canada | Primary care physicians | 8, 1-h teleconference and online diabetes education sessions | None | 43 | 47 | NA | Effect positive in some aspects | Positive | Improved categorization of patients with diabetes but no change in final outcome of reducing HbA1c |
Stewart et al,22 2005 | Canada | Family physicians | 2 case-based online learning modules each lasting 2 wks on type 2 diabetes and preventive care in family practice | None | 27 | 31 | Positive | Positive | NA | NA |