Revista brasileira de ginecologia e obstetricia : revista da Federacao Brasileira das Sociedades de Ginecologia e Obstetricia · 2025
Problem-based learning in obstetrics and gynecology: a systematic review.
СтатьяСистематический обзорНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Argenta Luciana da Cunha Bernardes, Dos Santos Nadya Helena Alves, Saunders Cláudia, da Costa Joana Dias, da Cunha Letícia Victoria Souza, Fedeszen Pamela Melo Krok, Padilha Patricia de Carvalho
Аннотация
OBJECTIVE: Evaluate the application and effectiveness of the problem-based learning (PBL) teaching model in Obstetrics and Gynecology (OB/GYN) undergraduate education.
DATA SOURCES: A systematic search was performed in five electronic databases (LILACS, PubMed/MEDLINE, EMBASE, CINAHL, and Cochrane Library) for studies published between January 1, 2000, and December 31, 2021. The search strategy used descriptors in English, portuguese, and Spanish based on the PICO framework: "Education, Medical, Undergraduate" (P); "Problem-Based Learning", "Gynecology", and "Obstetrics" (I); no comparator (C); and "Patient Satisfaction" or "Knowledge" (O). Study selection: A total of 24 studies were included. Selection criteria encompassed original articles that evaluated the impact of PBL in OB/GYN undergraduate education, without language restrictions.
DATA COLLECTION: Two independent reviewers extracted data regarding study characteristics, participant profiles, methodology, and outcomes. Discrepancies were resolved by consensus.
DATA SYNTHESIS: Among the included studies,14(58.33) of them coming from Asian, most of them 16(66.66) having been published between the years 2006-2010 and 2016-2021. About 15(62.5) dealt only with students, the majority consisting of surveys/questionnaires 8(30) and non-randomized comparative studies 7(29.16). As for academic performance, 14(58.33) demonstrated that the PBL methodology is superior considering the ability to sediment information, and 8(30) indicated PBL is superior concerning developing clinical reasoning. Regarding student satisfaction, 11(45.83) of the studies indicated a positive experience with the method.
CONCLUSION: The PBL model appears more effective than traditional teaching methods in enhancing clinical competence and student satisfaction in OB/GYN education. However, further well-designed studies are necessary to confirm these findings and guide educational strategies.
PROSPERO REGISTRY: CRD42021282337.
DATA SOURCES: A systematic search was performed in five electronic databases (LILACS, PubMed/MEDLINE, EMBASE, CINAHL, and Cochrane Library) for studies published between January 1, 2000, and December 31, 2021. The search strategy used descriptors in English, portuguese, and Spanish based on the PICO framework: "Education, Medical, Undergraduate" (P); "Problem-Based Learning", "Gynecology", and "Obstetrics" (I); no comparator (C); and "Patient Satisfaction" or "Knowledge" (O). Study selection: A total of 24 studies were included. Selection criteria encompassed original articles that evaluated the impact of PBL in OB/GYN undergraduate education, without language restrictions.
DATA COLLECTION: Two independent reviewers extracted data regarding study characteristics, participant profiles, methodology, and outcomes. Discrepancies were resolved by consensus.
DATA SYNTHESIS: Among the included studies,14(58.33) of them coming from Asian, most of them 16(66.66) having been published between the years 2006-2010 and 2016-2021. About 15(62.5) dealt only with students, the majority consisting of surveys/questionnaires 8(30) and non-randomized comparative studies 7(29.16). As for academic performance, 14(58.33) demonstrated that the PBL methodology is superior considering the ability to sediment information, and 8(30) indicated PBL is superior concerning developing clinical reasoning. Regarding student satisfaction, 11(45.83) of the studies indicated a positive experience with the method.
CONCLUSION: The PBL model appears more effective than traditional teaching methods in enhancing clinical competence and student satisfaction in OB/GYN education. However, further well-designed studies are necessary to confirm these findings and guide educational strategies.
PROSPERO REGISTRY: CRD42021282337.