Review of the literature on PBL in the clinical setting

Abstract

Background: There has been an abundant flow of information written about problem‐based curricula in the basic sciences. However, there is little collective information about its use in the clinical setting. This article reviews the literature concerning the implementation of problem‐based learning (PBL) in the clinical setting and draws conclusions regarding its misconceptions and feasibility. Summary: The authors found numerous articles that described PBL programs in undergraduate, graduate, and continuing medical education, but only a handful met the criteria outlined in Barrows’ taxonomy of PBL. Many programs produced interesting innovations in clinical education, but they should not be labeled PBL. Conclusions: When writing about PBL, authors should describe how their program fits or departs from a PBL taxonomy and provide enough detail to permit others to replicate it. In addition, there remains a dire need for more experimental studies to warrant the extensive use of problem‐based learning in the clinical setting.