ArticleAdvances in health sciences education : theory and practice2019
Assessment in the context of problem-based learning.
Article in Advances in health sciences education : theory and practice, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 26 papers, 1 of them a synthesis 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
26 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Links between learning goals, learning activities, and learning outcomes in simulation-based clinical skills training: a systematic review of the veterinary literature.Frontiers in veterinary science · 2024Pooled it
- Programme-level redesign and student outcomes in specialist post-registration ophthalmic nursing education: a cohort study.BMC medical education · 2026Observational
- Reimagining pharmacology education.Pharmacological reviews · 2026Review
- Evaluation of a Problem-Based Learning Program's Effect on Artificial Intelligence Ethics Among Japanese Medical Students: Mixed Methods Study.JMIR medical education · 2026Article
- Bridging psychiatric and educational metacognition: a perspective on insight and learning.Frontiers in psychiatry · 2026Article
- A novel Z-number based multi-stage assessment framework for problem-based learning in practical courses.PloS one · 2026Article
- The application of the conceive-design-implement-operate combined with the problem-based-learning teaching method in an 8-year rotation system for obstetrics students in China.BMC medical education · 2025Article
- Assessment of first-year medical student perceptions in the development of self-directed learning skills in a single medical school course.BMC medical education · 2025Article
- Developing clinical reasoning along the cognitive continuum: a mixed methods evaluation of a novel Clinical Diagnosis Assessment.BMC medical education · 2025Article
- The influence of a digital clinical reasoning test on medical student learning behavior during clinical clerkships.Advances in health sciences education : theory and practice · 2024Article
- Towards a flexible and personalised development of veterinarians and veterinary nurses working in a companion animal referral care setting.Veterinary medicine and science · 2024Article
- 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
- Assessment approaches in undergraduate health professions education: towards the development of feasible assessment approaches for low-resource settings.BMC medical education · 2024Review
- Developing a competency framework for training with simulations in healthcare: a qualitative study.BMC medical education · 2024Review
- Building competency to deal with environmental health challenges: experiences and a proposal.Frontiers in public health · 2024Review
- e-PBL with multimedia animations: a design-based research.BMC medical education · 2023Article
- Simulation-based summative assessment in healthcare: an overview of key principles for practice.Advances in simulation (London, England) · 2022Article
- The Progress Test of the European Hematology Association: A New Tool for Continuous Learning.HemaSphere · 2022Article
- Article
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
Arguably, constructive alignment has been the major challenge for assessment in the context of problem-based learning (PBL). PBL focuses on promoting abilities such as clinical reasoning, team skills and metacognition. PBL also aims to foster self-directed learning and deep learning as opposed to rote learning. This has incentivized researchers in assessment to find possible solutions. Originally, these solutions were sought in developing the right instruments to measure these PBL-related skills. The search for these instruments has been accelerated by the emergence of competency-based education. With competency-based education assessment moved away from purely standardized testing, relying more heavily on professional judgment of complex skills. Valuable lessons have been learned that are directly relevant for assessment in PBL. Later, solutions were sought in the development of new assessment strategies, initially again with individual instruments such as progress testing, but later through a more holistic approach to the assessment program as a whole. Programmatic assessment is such an integral approach to assessment. It focuses on optimizing learning through assessment, while at the same gathering rich information that can be used for rigorous decision-making about learner progression. Programmatic assessment comes very close to achieving the desired constructive alignment with PBL, but its wide adoption-just like PBL-will take many years ahead of us.
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.