Digital Problem-Based Learning in Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

Abstract

BackgroundThe use of digital education in problem-based learning, or digital problem-based learning (DPBL), is increasingly employed in health professions education. DPBL includes purely digitally delivered as well as blended problem-based learning, wherein digital and face-to-face learning are combined.ObjectiveThe aim of this review is to evaluate the effectiveness of DPBL in improving health professionals’ knowledge, skills, attitudes, and satisfaction.MethodsWe used the gold-standard Cochrane methods to conduct a systematic review of randomized controlled trials (RCTs). We included studies that compared the effectiveness of DPBL with traditional learning methods or other forms of digital education in improving health professionals’ knowledge, skills, attitudes, and satisfaction. Two authors independently screened studies, extracted data, and assessed the risk of bias. We contacted study authors for additional information, if necessary. We used the random-effects model in the meta-analyses.ResultsNine RCTs involving 890 preregistration health professionals were included. Digital technology was mostly employed for presentation of problems. In three studies, PBL was delivered fully online. Digital technology modalities spanned online learning, offline learning, virtual reality, and virtual patients. The control groups consisted of traditional PBL and traditional learning. The pooled analysis of seven studies comparing the effect of DPBL and traditional PBL reported little or no difference in postintervention knowledge outcomes (standardized mean difference [SMD] 0.19, 95% CI 0.00-0.38). The pooled analysis of three studies comparing the effect of DPBL to traditional learning on postintervention knowledge outcomes favored DPBL (SMD 0.67, 95% CI 0.14-1.19). For skill development, the pooled analysis of two studies comparing DPBL to traditional PBL favored DPBL (SMD 0.30, 95% CI 0.07-0.54). Findings on attitudes and satisfaction outcomes were mixed. The included studies mostly had an unclear risk of bias.ConclusionsOur findings suggest that DPBL is as effective as traditional PBL and more effective than traditional learning in improving knowledge. DPBL may be more effective than traditional learning or traditional PBL in improving skills. Further studies should evaluate the use of digital technology for the delivery of other PBL components as well as PBL overall.

Implementing blended-problem based learning through Google classroom in biology learning

“…The findings reinforce PBL's position as innovative learning which has been reported to be able to optimize learning processes (Dring, 2019;Movahedzadeh, Patwell, Rieker, & Gonzalez, 2012;Yew & Goh, 2016) and outcomes (Mundilarto & Ismoyo, 2012;Zejnilagić-Hajrić, Šabeta, & Nuić, 2015). The combination of PBL with online learning in this study is also in line with previous research which also informs about an increase in science learning when blended-PBL is implemented in learning (Ammann, Vignoli, & Kaap-Fröhlich, 2019;Car et al, 2019).…”

Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic

“…A systematic review of randomized controlled trials concluded that digital problem-based learning (DPBL) was potentially more effective in improving knowledge and skills than traditional problem-based learning (PBL) due to greater student interaction and engagement in DPBL [ 8 ]. However, the review found mixed data concerning student satisfaction outcomes [ 8 ].…”

“…A systematic review of randomized controlled trials concluded that digital problem-based learning (DPBL) was potentially more effective in improving knowledge and skills than traditional problem-based learning (PBL) due to greater student interaction and engagement in DPBL [ 8 ]. However, the review found mixed data concerning student satisfaction outcomes [ 8 ]. Various studies on student satisfaction with online learning have identified the following factors: instructor interaction, communication, active learning, students’ ability to initiate and control their actions in the learning environment, efficient assessment of academic progress, technology, and the learning environment [ 9 , 10 ].…”

Blended-Problem-Based Learning: How its impact on students' critical thinking skills?

“…The implementation of PBL is more efficient when the combination is carried out (Ammann, Vignoli, & Kaap-Fröhlich, 2019). The results of the meta-analysis also inform that blended-PBL is more effective than traditional PBL (Car et al, 2019). Blended-PBL was also reported to be more effective in creating active learning in Asian students (Shimizu, Nakazawa, Sato, Wolfhagen, & Könings, 2019).…”

“…In the Biology Education field, research subjects in previous reports also often use high school students (Suwono & Dewi, 2019). Whereas various studies in higher education examining blended-PBL implementation often involve medical students (Car et al, 2019) or health (Ammann et al, 2019;de Jong, Krumeich, & Verstegen, 2017). In addition to the limitations of the research subject, the competencies analyzed in the various studies are also limited to students' scientific motivation and communication (Suwono & Dewi, 2019) and the mastery of knowledge (Car et al, 2019;Shimizu et al, 2019).…”