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Title

Is hybrid-PBL advancing teaching in biomedicine? A systematic review

AuthorsJiménez-Saiz, Rodrigo; Rosace, Domenico
Issue Date2019
PublisherBioMed Central
CitationBMC Medical Education 19: 226 (2019)
Abstract[Background]: The impact of instructional guidance on learning outcomes in higher biomedical education is subject of intense debate. There is the teacher-centered or traditional way of teaching (TT) and, on the other side, the notion that students learn best under minimal guidance such as problem-based learning (PBL). Although the benefits of PBL are well-known, there are aspects susceptible to improvement. Hence, a format merging TT and PBL (hybrid-PBL, h-PBL) may advance education in biomedical sciences.
[Methods]: Studies that employed h-PBL in higher biomedical education compared to TT and/or pure PBL were systematically reviewed. Specifically, this review addressed the following question: does h-PBL in biomedical sciences result in superior marks and a better student’s perception of the teaching and learning process?
[Results]: We found that the use of h-PBL in higher biomedical sciences was superior compared to TT and pure-PBL. This was evidenced by the higher performance of the students in h-PBL as well as the level of student’s satisfaction as compared to TT or pure PBL.
[Conclusions]: These findings encourage more research on investigating the pedagogical benefits of h-PBL. In addition, these data support an eclectic system in which the pedagogical tools from TT and PBL are used cooperatively in the best interest of the education and satisfaction of the students.
Publisher version (URL)https://doi.org/10.1186/s12909-019-1673-0
URIhttp://hdl.handle.net/10261/219702
DOIhttp://dx.doi.org/10.1186/s12909-019-1673-0
E-ISSN1472-6920
Appears in Collections:(IBMCC) Artículos
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