Medical students’ evaluation of digital problem-based learning: a mixed-methods systematic review

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Detalles Bibliográficos
Publicado en:	BMC Medical Education vol. 25 (2025), p. 1-16
Autor principal:	Camilla Rams Rathleff
Otros Autores:	Vergel, John, Ryberg, Thomas, Jette Kolding Kristensen, Telléus, Patrik Kjaersdam
Publicado:	Springer Nature B.V.
Materias:	Mixed methods research Medical education Collaboration Curricula Content analysis Medical students Distance learning Skills Computer platforms Qualitative research Problem based learning Independent study Systematic review Digital technology Learning Modalities Integrated Curriculum Influence of Technology Curriculum Design Addition Learning Processes Likert Scales Learning Theories Learning Experience Educational Technology Health Occupations Meta Analysis Medical Evaluation Check Lists Student Interests Information Seeking Instructional Design Electronic Learning Allied Health Occupations Education Educational Experience Database Management Systems Learner Engagement
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Descripción
Resumen:	BackgroundDigital Problem-Based Learning (DPBL) is becoming more frequently used to facilitate the development of knowledge and skills in medical education, yet student satisfaction and engagement with DPBL remain insufficiently understood.MethodsThis mixed-methods systematic review aimed to examine how medical students perceive and experience DPBL. We searched four databases (Feb 5–Jun 30, 2024) following JBI and PRISMA guidelines, yielding 3459 abstracts and 56 included studies. Studies published at any time and in any language were considered. Two researchers independently conducted screening, selection, quality assessment and analysis. A segregated approach was used to synthesize the data. This method included a thematic synthesis of the qualitative data and a narrative review/meta-analysis for quantitative data where appropriate. The findings of both syntheses were then integrated and validated by stakeholders.ResultsThe mixed-methods synthesis demonstrated that both quantitative and qualitative findings complemented each other, offering a comprehensive understanding of medical students’ perceptions of DPBL. Overall, students had a positive evaluation of DPBL, despite some mixed perceptions. Quantitatively, the satisfaction rate was 78.51% (95% CI: 78.07% − 78.96%) across 20 studies. Qualitatively, students’ social perceptions varied, with some feeling isolated and others valued the focused learning environment. DPBL tasks provided ownership, autonomy, and flexibility. Technology was useful, engaging, and motivational, though feedback was occasionally lacking. Visual and auditory features were appreciated, but tactile realism was limited. The study findings were validated by 10 medical students.ConclusionsOur findings suggest that DPBL design still struggles to reconcile technological innovation with the social principles of traditional PBL. A hybrid model may offer a practical way to bridge this gap.
ISSN:	1472-6920
DOI:	10.1186/s12909-025-07823-2
Fuente:	Healthcare Administration Database