TY - JOUR T1 - Problem-based learning: how do the outcomes compare with traditional teaching? JF - British Journal of General Practice JO - Br J Gen Pract SP - 722 LP - 723 VL - 56 IS - 530 AU - Christopher E Clark Y1 - 2006/09/01 UR - http://bjgp.org/content/56/530/722.abstract N2 - Problem-based learning (PBL) was first introduced into the medical curriculum in the UK in 1995.1 With the support of the General Medical Council, who state that ‘modern educational theory and research must influence teaching and learning’,2 it has now been adopted in the majority of UK medical schools and is a core component of teaching in the four new English medical schools.3 It is thought that PBL will better equip doctors for lifelong learning, but is there a good evidence base for such a paradigm shift beyond the application of modern educational theory?PBL essentially involves small groups of students discussing some trigger material (the problem), determining what they need to study, then meeting again to share the results of their learning. However some see PBL as a more general educational strategy embracing philosophy, curriculum, learning environment and outcomes.4 There is no agreed definition of PBL making comparison of studies difficult.5PBL is one of the most researched educational interventions,6 but little published has been of high quality.5 Authors frequently cite five reviews6–10 covering 91 papers, only four of which were randomised controlled trials. There was little overlap in the papers included between … ER -