JMIR Publications

ABSTRACT

Background:

The use of digital education in problem-based learning, i.e. digital problem-based (DPBL) learning is increasingly employed in healthcare professions’ education. DPBL includes purely digitally delivered as well as blended problem-based learning, in which digital and face-to-face learning are combined.

Objective:

The aim of this review is to evaluate the effectiveness of digital problem-based learning (DPBL) in improving healthcare professionals (HCPs)' knowledge, skills, attitudes and satisfaction.

Methods:

We used gold standard Cochrane methods to conduct a systematic review of randomized controlled trials (RCTs).

Results:

Nine RCTs involving 890 pre-registration HCPs were included. Digital technology was mostly employed for presentation of problems. In three studies, PBL was fully delivered online. Digital technology modalities spanned online learning, offline learning, virtual reality, and virtual patients. The control groups consisted of traditional PBL and traditional learning. The pooled analysis of seven studies comparing digital PBL to traditional PBL reported little or no difference in post-intervention knowledge outcomes (SMD = 0.19, 95% CI: 0.00-0.38). The pooled analysis of three studies comparing DPBL to traditional learning favored of DPBL (SMD = 0.67, 95% CI: 0.14-1.19). For skills, the pooled analysis of two studies comparing DPBL to traditional learning favored DPBL (SMD = 0.30, 95% CI: 0.07-0.54). Findings on attitudes and satisfaction outcomes were mixed.

Conclusions:

Our findings suggest that DPBL is as effective as traditional PBL and more effective than traditional learning in improving knowledge. DPBL may be more effective than traditional learning in improving skills. Further studies should evaluate the use of digital technology for delivery of other PBL components as well as PBL overall.