PBL의 효과 : systematic review

                                   
                              (출처 : https://www.facebook.com/LeadershipThroughProblemBasedLearning)
                                             리더십과 학습은 불가분의 관계에 있다.

의사 역량과 관련한 의과대학에서의 PBL의 효과

The effects of problem-based learning during medical school on physician competency: a systematic review

Gerald Choon-Huat Koh MD MMed, Hoon Eng Khoo PhD, Mee Lian Wong MD MPH, David Koh MD PhD


배경 : 
의과대학에서 PBL이 졸업 이후에 의사로서의 역량에 어떠한 영향을 주는가를 종합적으로 분석하였다.




방법 :
MEDLINE, EMBASE, CINAHL, PsycINFO, Cochrane Database, 그리고 다섯 개의 주요한 의학교육학과 관련된 저널로부터 관련된 논문을 모았다. 그리고 그 중에서 (1)의과대학에서 PBL을 활용하면서 (2)졸업 후 대조군(전통적 방법의 교육과정)과 의사로서의 역량을 비교 평가한 것의 두 가지 조건을 만족시키는 논문을 선택하였다.




결과 : 
여러 논문을 분석하였을 때 자기 평가(self-assessed)와 다른 사람에 의한 평가(observed) 모두에서 중간~강력함(moderate~strong) 수준으로 나타난 것은 네 가지 역량이었다.
coping with uncertainty (strong), 
appreciation of legal and ethical aspects of health care (strong), 
communication skills (moderate and strong respectively) 
self-directed continuing learning (moderate).




해석 : 
의과대학에서 PBL을 활용한 교육은 졸업 이후 역량에 긍정적인 영향을 미치며, 
긍정적 효과가 나타난 영역은 대부분 사회적(social) 그리고 인지적(cognitive) 영역의 역량이다. 

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CMAJ. 2008 Jan 1;178(1):34-41. doi: 10.1503/cmaj.070565.

The effects of problem-based learning during medical school on physician competency: a systematic review.

Koh GC, Khoo HE, Wong ML, Koh D.

Source

Department of Community, Occupational and Family Medicine, Yong Loo Lin School of Medicine, National University of Singapore, Singapore. cofkohch@nus.edu.sg

Abstract

BACKGROUND:

Systematic reviews on the effects of problem-based learning have been limited to knowledge competency either during medicalschool or postgraduate training. We conducted a systematic review of evidence of the effects that problem-based learning during medical school had on physician competencies after graduation.

METHODS:

We searched MEDLINE, EMBASE, CINAHL, PsycINFO, Cochrane Databases, and the tables of contents of 5 major medical education journals from earliest available date through Oct. 31, 2006. We included studies in our review if they met the following criteria: problem-based learningwas a teaching method in medical school, physician competencies were assessed after graduation and a control group of graduates of traditional curricula was used. We developed a scoring system to assess the quality of the studies, categorized competencies into 8 thematic dimensions and used a second system to determine the level of evidence for each competency assessed.

RESULTS:

Our search yielded 102 articles, of which 15 met inclusion criteria after full text review. Only 13 studies entered final systematic analysis because 2 studies reported their findings in 2 articles. According to self-assessments, 8 of 37 competencies had strong evidence in support ofproblem-based learning. Observed assessments had 7 competencies with strong evidence. In both groups, most of these competencies were in the social and cognitive dimensions. Only 4 competencies had moderate to strong levels of evidence in support of problem-based learning for both self-and observed assessments: coping with uncertainty (strong), appreciation of legal and ethical aspects of health care (strong), communication skills (moderate and strong respectively) and self-directed continuing learning (moderate).

INTERPRETATION:

Problem-based learning during medical school has positive effects on physician competency after graduation, mainly in social and cognitive dimensions.

Comment in

• Is it time for another medical curriculum revolution? [CMAJ. 2008]
• Problem-based learning makes a difference. But why? [CMAJ. 2008]