The effectiveness of problem-based learning (PBL) in enhancing critical thinking skills in medical education: a systematic review and meta-analysis

作者：Ting Su, Jing Liu, Lele Meng, Yi Luo, Qiaoling Ke, Linjun Xie · 发表于：Frontiers in Education · 年份：2025 · DOI：10.3389/feduc.2025.1565556 · 被引用次数：26 · 研究领域：Problem and Project Based Learning、Education and Critical Thinking Development、Innovations in Medical Education

Background Problem-based learning (PBL) has emerged as a transformative educational strategy aimed at enhancing critical thinking in medical education. While some studies suggest PBL significantly improves critical thinking skills, others show minimal differences compared to traditional teaching methods. This study aims to synthesize existing research to assess the overall effectiveness of PBL in enhancing critical thinking skills in medical education. Methods A comprehensive literature search was conducted using PubMed, the Cochrane Library, and FMRS databases. Studies included were comparative, involving medical students, with a PBL intervention group and a conventional method control group, and assessed critical thinking skills. Data extraction and quality assessment were performed by two independent reviewers, using the Cochrane Risk of Bias Tool for RCTs and the ROBINS-I tool for non-randomized studies. Meta-analysis was conducted using Review Manager version 5.3, employing random-effect models due to high heterogeneity. Publication bias was assessed using funnel plots, Egger’s regression, and Begg’s test. Results Eleven studies involving 14 to 267 students from various countries were included. The aggregated effect size for PBL versus conventional methods showed a significant improvement in critical thinking skills. Comparison of pre- and post-PBL critical thinking scores also indicated significant improvement post-PBL. Publication bias was assessed and found to be mini...