Critical thinking and clinical skills by problem-based learning educational methods: an umbrella systematic review
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| Publicado en: | BMC Medical Education vol. 25 (2025), p. 1 |
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| Autor principal: | |
| Otros Autores: | , , , , , , |
| Publicado: |
Springer Nature B.V.
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| 001 | 3187548665 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1472-6920 | ||
| 024 | 7 | |a 10.1186/s12909-025-06951-z |2 doi | |
| 035 | |a 3187548665 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 58506 |2 nlm | ||
| 100 | 1 | |a Wei-Li, Ge | |
| 245 | 1 | |a Critical thinking and clinical skills by problem-based learning educational methods: an umbrella systematic review | |
| 260 | |b Springer Nature B.V. |c 2025 | ||
| 513 | |a Evidence Based Healthcare Journal Article | ||
| 520 | 3 | |a IntroductionProblem-based learning (PBL), based on self-directed learning, is an instructional strategy that shifts the approach from the instructor to the student (student-centered). Notwithstanding its adoption in undergraduate and graduate medical education, its usefulness remains a topic of debate. This study aims to review current worldwide data on the efficacy and utility of critical thinking and clinical skills using PBL educational methods for teaching programs to undergraduate medical students, ursing students, dental students and medical residents.MethodsThe search was conducted in June 2024 in PubMed, Cochrane, Embase, and Web of Science and included all publications regardless of the publication date, study design, or country of origin.ResultsThirteen meta-analyses and systematic reviews were compiled through database screening. The results showed that PBL effectively enhanced students’ clinical skills and critical thinking abilities; nevertheless, further evidence is needed to confirm this finding.ConclusionPBL may be a successful and an effective instructional strategy, not only medical, but also nursing and dental education. Students can learn skills and acquire competencies useful for their medical professionalism through PBL in addition to their existing knowledge. | |
| 653 | |a Problem solving | ||
| 653 | |a Medical education | ||
| 653 | |a Teaching methods | ||
| 653 | |a Clinical medicine | ||
| 653 | |a Curricula | ||
| 653 | |a Medical students | ||
| 653 | |a Bias | ||
| 653 | |a Critical thinking | ||
| 653 | |a Nursing skills | ||
| 653 | |a Problem based learning | ||
| 653 | |a Independent study | ||
| 653 | |a Systematic review | ||
| 653 | |a Meta-analysis | ||
| 653 | |a Basic Skills | ||
| 653 | |a Research Skills | ||
| 653 | |a Instructional Innovation | ||
| 653 | |a Graduate Students | ||
| 653 | |a Educational Methods | ||
| 653 | |a Graduate Medical Education | ||
| 653 | |a Educational Innovation | ||
| 653 | |a Screening Tests | ||
| 653 | |a Communication Skills | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Evidence | ||
| 653 | |a Search Strategies | ||
| 653 | |a Beliefs | ||
| 653 | |a Reflective Teaching | ||
| 653 | |a Information Seeking | ||
| 653 | |a Evaluative Thinking | ||
| 653 | |a Nursing | ||
| 653 | |a Database Management Systems | ||
| 653 | |a Educational Strategies | ||
| 700 | 1 | |a Xia-Yin, Zhu | |
| 700 | 1 | |a Jiang-Bo, Lin | |
| 700 | 1 | |a Jian-Jun, Jiang | |
| 700 | 1 | |a Li, Tao | |
| 700 | 1 | |a Yi-Fei, Lu | |
| 700 | 1 | |a Ya-Fei Mi | |
| 700 | 1 | |a Tao-Hsin Tung | |
| 773 | 0 | |t BMC Medical Education |g vol. 25 (2025), p. 1 | |
| 786 | 0 | |d ProQuest |t Healthcare Administration Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3187548665/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3187548665/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3187548665/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |