Keywords
Medical Students
Medical Education
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Abstract
Objective: To conduct a systematic review to compare the effectiveness of problem-based learning (PBL) and traditional teaching in the education of medical students. Methods: A systematic review was conducted following the PRISMA 2020 guidelines and registered in PROSPERO. The databases BVS, Cochrane Library, Embase, PubMed, and Web of Science were searched. Methodological quality was assessed using the NOS, RoB 2.0, and ROBINS-I tools. Results: Of the 6,690 studies identified, 12 met the inclusion criteria. Findings showed that students exposed to PBL achieved better academic performance, greater confidence, fewer prescribing errors, improved knowledge retention, and enhanced teamwork skills. Despite these benefits, some participants reported a high workload and uncertainty regarding learning, expressing a preference for a hybrid approach. Conclusion: PBL showed predominantly favorable results across several educational outcomes; however, study heterogeneity, divergences in specific indicators, and the uncertainty of long-term benefits preclude establishing its universal superiority over traditional teaching.
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