Preprint Article Version 1 This version is not peer-reviewed

Is hybrid-PBL Advancing Teaching in Biomedicine? A Systematic Review

Version 1 : Received: 12 November 2018 / Approved: 15 November 2018 / Online: 15 November 2018 (05:37:35 CET)

How to cite: Jiménez-Saiz, R.; Rosace, D. Is hybrid-PBL Advancing Teaching in Biomedicine? A Systematic Review. Preprints 2018, 2018110344 (doi: 10.20944/preprints201811.0344.v1). Jiménez-Saiz, R.; Rosace, D. Is hybrid-PBL Advancing Teaching in Biomedicine? A Systematic Review. Preprints 2018, 2018110344 (doi: 10.20944/preprints201811.0344.v1).

Abstract

The impact of instructional guidance on learning outcomes in higher biomedical education is subject of intense debate. There is the teacher-centered or traditional way of teaching (TT) and, on the other side, the notion that students learn best under minimal guidance (problem-based learning, PBL). Although the benefits of PBL are well-known, there are aspects susceptible to improvement. Hence, a format merging TT and PBL (hybrid-PBL, h-PBL) may advance education in biomedical sciences. Here, we systematically reviewed studies that employed h-PBL in higher biomedical education compared to TT and/or pure PBL. We found that h-PBL resulted in better overall students’ performance and perception than TT or pure PBL. These findings encourage more research on investigating the pedagogical benefits of h-PBL and posit an eclectic system in which the pedagogical tools from TT and PBL are used cooperatively in the best interest of the education and satisfaction of the students.

Subject Areas

hybrid problem-based learning; hybrid-PBL; biomedicine; systematic review; higher education

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Comment 1
Received: 15 November 2018
The commenter has declared there is no conflict of interests.
Comment: Amazing study!
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