ArticleBMC medical education2015
Problem-based learning in resource-poor settings: lessons from a medical school in Ghana.
Article in BMC medical education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 27 papers, 2 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
27 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review.BMC medical education · 2022Pooled it
- Does a PBL-based medical curriculum predispose training in specific career paths? A systematic review of the literature.BMC research notes · 2017Pooled it
- Trial
- A global overview of anatomical science education and its present and future role in biomedical curricula.Anatomical sciences education · 2026Review
- Article
- Effects of Problem-Based Learning on Critical Thinking, Communication Skills, and Satisfaction Among First-Year Medical Students in Ghana: A study protocol.MedEdPublish (2016) · 2025Article
- Article
- Employing students' evaluations and tutors' perceptions to evaluate a faculty development program on problem-based learning at the Faculty of Medicine, King Abdulaziz University.BMC medical education · 2024Article
- Problem-Based Learning in Medical Education: A Global Research Landscape of the Last Ten Years (2013-2022).Medical science educator · 2024Article
- Barriers to implementing problem-based learning at the school of medicine of Debre Berhan University, Ethiopia.BMC medical education · 2024Article
- Sociocultural factors affecting first-year medical students' adjustment to a PBL program at an African medical school.BMC medical education · 2024Article
- Implementation of Problem-Based Learning in Undergraduate Medical Education in Ethiopia: An Exploratory Qualitative Study.Advances in medical education and practice · 2024Article
- Curriculum framework to facilitate critical thinking skills of undergraduate nursing students: A cooperative inquiry approach.Nursing open · 2023Article
- Barriers and Solutions to Successful Problem-Based Learning Delivery in Developing Countries - A Literature Review.Cureus · 2023Review
- From the Global North to the Global South: preparing students for away rotations.BMC medical education · 2023Review
- Teaching Cellular Architecture: The Global Status of Histology Education.Advances in experimental medicine and biology · 2023Article
- Article
- Factors Affecting Knowledge and Attitude Towards Hybrid Problem-Based Learning Curriculum Among Academicians of the University of Gondar, Northwest Ethiopia.Advances in medical education and practice · 2022Article
- Exploring the effect of problem based facilitatory teaching approach on motivation to learn: a quasi-experimental study of nursing students in Tanzania.BMC nursing · 2021Article
- The COVID-19 pandemic: the benefits and challenges it presents for medical education in Africa.The Pan African medical journal · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Problem-based learning (PBL) is arguably one of the most important innovations in medical education in the last century. The evident benefits of PBL and the changing face of medicine and medical education have led many institutions including those in resource-poor settings to consider the adoption of PBL curricula. However, experts are uncertain about how successful PBL will be in such settings, as literature on the implementation of PBL in resource-poor settings appears to be inadequate. The University of Cape Coast is located in a resource-poor setting, however, its medical school has used PBL curriculum since 2007. In a descriptive prose, this article discusses the PBL implementation processes, the challenges faced, the mitigation strategies employed, and the lessons learned at University of Cape Coast School of Medical Sciences (UCCSMS). The arguments fall under the broad themes of curricular structure, resource constraints, faculty development, and assessment. The peculiar socioeconomic situation of Ghana, challenges in funding of tertiary education, and the resource implications of PBL provided the context for the arguments. It emerged out of the discussion that PBL has to be implemented as whole curriculum to be effective. Regular faculty development activities on PBL and the alignment of assessment methods with PBL also emerged as important issues in the discussion. The article argues that in spite of its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.