Outcomes of Problem-Based Learning in Health Care Professional Education: A Critique

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Abstract
Problem-based learning is one of many types of active, participatory learning strategies. It has become popular in health care professions education, especially medical education. Assessments of the effectiveness of PBL are generally favorable, yet its cost in money and time, as well as its effect on the future behavior of practitioners, has not been established. Factors affecting the evaluation and comparison of PBL experiences are discussed, along with the outcomes expected from PBL. While the health care professions are attempting to mold practitioners for the future who will be holistic, reflective, critical thinkers and who will acknowledge the necessity for teamwork in solving complex problems, educators should guard against the edification of any one type of learning strategy.

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