A Systematic Review of the Effect of Problem-Based Learning on Learning, Satisfaction, and Efficacy of the Iranian Medical Education


Hakimeh Hazrati 1 , * , Vahedeh Zaregavgani 2 , Morteza Ghojazadeh 3 , Leila Vahedi 4


1 MSc in Medical Education, Medical Education Research Center, Tabriz University of Medical Sciences, Tabriz, Iran, Iran

2 Assistant Professor, Department of Library and Medical Information, Center for Civil Services Management, Tabriz University of Medical Sciences, Tabriz, Iran, Iran

3 Associate Professor, Department of Physiology, Research Center for Gastroenterology and Liver Diseases, School of Medicine, Tabriz University of Medical Sciences, Tabriz, Iran, Iran

4 PhD Student, Research Center for Gastroenterology and Liver Diseases, School of Medicine, Tabriz University of Medical Sciences, Tabriz, Iran, Iran


Strides in Development of Medical Education: 13 (3); e57833
Published Online: August 31, 2016
Article Type: Research Article
Received: July 09, 2017
Accepted: April 17, 2016




Background & Objective: The main prospect of medical education is improving the quality of health care provided by clinicians. The quality and timing of services is related to medical education that can train researchers to solve the problems of the changing requirements of society. Problem-based learning (PBL), as a student-centered learning approach, can provide the context for such medical education. The aim of present study was to obtain appropriate information about the effective use of PBL in Iranian medical education from available studies through a systematic review.

Methods: In the present study, 16 studies on the effect of PBL on learning, satisfaction, and efficacy ‎of medical education were reviewed. This systematic review was performed by searching the Google Scholar, PubMed, Magiran, Iran Medex, and SID databases using the keywords problem-based learning, medical education, and Iran. We included studies that were published from 2003 to 2015 in Iran. The results of all studies were reviewed by two researchers using the Critical Appraisal Skills Programme (CASP) and the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklists.

Results: From among the 130 selected articles, 16 studies were included in the study. The level of satisfaction with this type of training was reported as high. The students' performance was satisfactory with this educational method. This method of training had a significant effect on the increasing of student learning, particularly in the clinical and practical fields, and strengthening of active learning, self-direction, motivation, and critical thinking.

Conclusion: According to the results of this study, PBL can be used as an effective educational method for medical education in Iran.


Problem-based learning Medical education Systematic review Iran

© 2016, Strides in Development of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.


  • 1. Reference is available in pdf