*Result*: The Current State of Global Scientific Production on Problem-based Learning in Medical Education: A Bibliometric Analysis.
Title:
The Current State of Global Scientific Production on Problem-based Learning in Medical Education: A Bibliometric Analysis.
Authors:
Barja-Ore J; Department of Academic, Universidad Privada del Norte, Lima, Peru., Liñan-Bermudez A; Escuela Profesional de Obstetricia, Universidad Nacional Mayor de San Marcos, Lima, Peru., Zagaceta-Guevara Z; Escuela Profesional de Obstetricia, Universidad Nacional Mayor de San Marcos, Lima, Peru., Landa-Maturrano BA; Escuela Profesional de Obstetricia, Universidad Nacional Mayor de San Marcos, Lima, Peru., Guillen-Calle BE; Research, Technology, and Teaching Development Unit, National Institute of Child Health San Borja, Lima, Peru., Chavesta JJC; Department of Academic, Universidad Privada del Norte, Lima, Peru.
Source:
Annals of African medicine [Ann Afr Med] 2026 Mar 01; Vol. 25 (2), pp. 431-437. Date of Electronic Publication: 2025 Oct 09.
Publication Type:
Journal Article
Language:
French; English
Journal Info:
Publisher: Medknow Publications Country of Publication: India NLM ID: 101231417 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 0975-5764 (Electronic) Linking ISSN: 09755764 NLM ISO Abbreviation: Ann Afr Med Subsets: MEDLINE
Imprint Name(s):
Publication: Mumbai, India : Medknow Publications
Original Publication: Sokoto, Nigeria : [Zaria, Nigeria?] : Usmanu Danfodiyo University Teaching Hospital ; Annals of African Medicine Society
Original Publication: Sokoto, Nigeria : [Zaria, Nigeria?] : Usmanu Danfodiyo University Teaching Hospital ; Annals of African Medicine Society
MeSH Terms:
References:
Dwidmuthe S, Dubhashi S, Pusdekar V, Tiwari V, Sahoo S. Insight into “problem-based learning”in medical education –Students'perceptions about its facilitators and barriers:A cross-sectional study. Ann Afr Med 2025;24:350–5.
Varadarajan S, Ladage S. Problem-Based Learning (PBL):A literature review of theory and practice in undergraduate chemistry laboratories. J Chem Educ 2024;101:3027–38.
Tavares EA, de Barros PH, Casotti MC, Louro LS, Louro TE, de Carvalho EF, et al. Transforming medical genetics teaching:An innovative approach with problem-based learning. Med Sci Educ 2025;35:873–81.
Abu-Hijleh MF, Kassab SE, Allouch S, Ali RM, Al-Wattary N, Nomikos M, et al. Psychometric properties of a questionnaire assessing the extent of integration in a problem-based learning curriculum. BMC Med Educ 2025;25:561.
Conway AE, Kartha N, Shaker MS, Davis RS, Settipane RA, Bukstein DA. Blended problem based learning in postgraduate education:The Eastern Allergy Conference and the PBL Institute experience. Allergy Asthma Proc 2025;46:82–7.
Zhang W, Wei J, Guo W, Wang Z, Chen S. Comparing the effects of team-based and problem-based learning strategies in medical education:A systematic review. BMC Med Educ 2024;24:172.
Yi TY, Shreyans P, Vallabhajosyula R. Learning by making –Student-made models and creative projects for medical education:Systematic review with qualitative synthesis. BMC Med Educ 2025;25:143.
Khoiriyah U, Roberts C. Investigating the role of self-assessment in enhancing self-regulated learning amongst medical students in problem-based learning. BMC Med Educ 2025;25:780.
De Oliveira Santos DC, Ferreira YB, Rocha HA, de Oliveira CM, Kubrusly M. Association of Pedagogical training with the social skills of medical tutors in problem-based learning curriculum. Med Sci Educ 2024;34:1409–17.
Avraam D, Televantou I, Alberto AP, Enganches AV, Nicolaou SA, Papageorgiou A, et al. Exploring the relationship between learning approaches and problem-based learning:Insights from a longitudinal study in medical students. BMC Med Educ 2025;25:619.
Hu X, Li J, Wang X, Guo K, Liu H, Yu Q, et al. Medical education challenges in Mainland China:An analysis of the application of problem-based learning. Med Teach 2025;47:713–28.
Arain SA, Akhund SA, Barakzai MA, Meo SA. Transforming medical education:Leveraging large language models to enhance PBL-a proof-of-concept study. Adv Physiol Educ 2025;49:398–404.
Shah SS, Syed A, Othman RQ, Chatha CW, Rasool G, Agrawal A. Problem Based Learning (PBL):An analysis of medical students'reflection. Rev Gomal Cienc Méd 2024;22:188–92.
Almagribi AZ, Al-Qahtani SM, Assiri AM, Mehdar KM. Perceptions of medical students at Najran University on the effectiveness of problem-based learning and team-based learning. BMC Med Educ 2024;24:1150.
Zhang SL, Ren SJ, Zhu DM, Liu TY, Wang L, Zhao JH, et al. Which novel teaching strategy is most recommended in medical education?A systematic review and network meta-analysis. BMC Med Educ 2024;24:1342.
Jaganathan S, Bhuminathan S, Ramesh M. Problem-based learning –An overview. J Pharm Bioallied Sci 2024;16:S1435–7.
Donkin R, Yule H, Fyfe T. Online case-based learning in medical education:A scoping review. BMC Med Educ 2023;23:564.
Elendu C, Amaechi DC, Okatta AU, Amaechi EC, Elendu TC, Ezeh CP, et al. The impact of simulation-based training in medical education:A review. Medicine (Baltimore) 2024;103:e38813.
Kulo V, Cestone C. A bibliometric analysis of the 100 most cited articles on problem-based learning in medical education. Med Sci Educ 2023;33:1409–26.
Pinho LA, Mota FB, Conde MV, Alves LA, Lopes RM. Mapping knowledge produced on problem-based learning between 1945 and 2014:A bibliometric analysis. Creat Educ 2015;6:576–84.
Zhang F, Wang H, Bai Y, Zhang H. A bibliometric analysis of the landscape of problem-based learning research (1981-2021). Front Psychol 2022;13:828390.
Nurjanah S, Sultan J, Aisyah S, Puspita D, Ulyasari N. Bibliometric analysis of problem based learning in physics education:A Scopus based study (1996–2023). Berkala Ilmiah Pendidikan Fisika 2024;12:310.
Li S, Yan X, Guo Z, Meng X, Huang J. A bibliometric analysis of PBL teaching method. Chin J Med Educ Res 2018;12:1096–102.
Susanty AI, Artadita S, Neo TK, Neo M, Pradana M, Amphawan A. The Nexus of Cooperative Learning and Problem-Based Learning:A Meta-Analysis. In:2024 International Conference on Electrical, Computer and Energy Technologies (ICECET). IEEE 2024 1–5.
Wulandari W, Suparman S. Bibliometric analysis of research trends in problem based learning and problem solving ability (2002-2022). Int J Stud Educ Sci 2024;5:13–28.
Othman N, Khalid N, Ab Hamid N. Mapping the intersection of problem-based learning and lifelong learning:A bibliometric analysis. Attarbawiy 2024;8:153–62.
Hallinger P. Bibliometric review methodology and state of the science:Bibliometric review of research on problem-based learning, 2017-2021. Interdiscip J Probl Based Learn 2023;17:1–27.
Ajizah A, Nahadi N, Pasani CF, Nurdin ES. Research trend of integration of problem based learning in laboratory activities:A bibliometric analysis. Journal Penelitian Pendidikan IPA 2024;10:262–8.
Diciana AC, Medina Quizhpe CH, Benavides Cueva DS, Gonzaga Gárate AF. Problem-based learning in undergraduate medical education. EPRA Int J Res Dev 2025;10:1.
Kasarla RR, Choudhary S, Khatoon N, Pathak L. Problem based learning (PBL) in medical education to facilitate student learning. Janaki Med Coll J Med Sci 2023;11:85–90.
Trullàs J, Blay C, Sarri E, Pujol R. Problem-based learning in medical degree teaching:A scoping review. Educ Med 2021;22:285–93.
Silva VN, Zambrano GA, Cruz ER. Problem-based learning versus traditional method in the development of competencies in students in the health area:A systematic review. Health, Science, and Technology 2024;4:601.
Sun J. Lecture-based, problem-based, digital problem-based and distance learning on knowledge improvement in medical education:A meta-analysis. BioRxiv [Preprint] 2021 Available from: https://doi.org/10.1101/2021.05.26.445870 [Last accessed on 2025 Jun 18].
Stanley T. Problem-Based-Learning. In:Authentic Learning New York: Routledge 2021.
Khamchiyev KM, Batyayeva YK, Shandaulov AK, Zhashkeyeva AM, Suleimenova FM, Sagimova GK. The role of the tutor and students in the process of Problem-Based Learning (PBL). Syst Rev Pharm 2020;11:1683–7.
Hallinger P. Tracking the evolution of the knowledge base on problem-based learning:A bibliometric review, 1972-2019. Interdiscip J Probl Based Learn 2021;15:1–20.
Pranckutė R. Web of Science (WoS) and Scopus:The titans of bibliographic information in today's academic world. Publications 2021;9:12.
Varadarajan S, Ladage S. Problem-Based Learning (PBL):A literature review of theory and practice in undergraduate chemistry laboratories. J Chem Educ 2024;101:3027–38.
Tavares EA, de Barros PH, Casotti MC, Louro LS, Louro TE, de Carvalho EF, et al. Transforming medical genetics teaching:An innovative approach with problem-based learning. Med Sci Educ 2025;35:873–81.
Abu-Hijleh MF, Kassab SE, Allouch S, Ali RM, Al-Wattary N, Nomikos M, et al. Psychometric properties of a questionnaire assessing the extent of integration in a problem-based learning curriculum. BMC Med Educ 2025;25:561.
Conway AE, Kartha N, Shaker MS, Davis RS, Settipane RA, Bukstein DA. Blended problem based learning in postgraduate education:The Eastern Allergy Conference and the PBL Institute experience. Allergy Asthma Proc 2025;46:82–7.
Zhang W, Wei J, Guo W, Wang Z, Chen S. Comparing the effects of team-based and problem-based learning strategies in medical education:A systematic review. BMC Med Educ 2024;24:172.
Yi TY, Shreyans P, Vallabhajosyula R. Learning by making –Student-made models and creative projects for medical education:Systematic review with qualitative synthesis. BMC Med Educ 2025;25:143.
Khoiriyah U, Roberts C. Investigating the role of self-assessment in enhancing self-regulated learning amongst medical students in problem-based learning. BMC Med Educ 2025;25:780.
De Oliveira Santos DC, Ferreira YB, Rocha HA, de Oliveira CM, Kubrusly M. Association of Pedagogical training with the social skills of medical tutors in problem-based learning curriculum. Med Sci Educ 2024;34:1409–17.
Avraam D, Televantou I, Alberto AP, Enganches AV, Nicolaou SA, Papageorgiou A, et al. Exploring the relationship between learning approaches and problem-based learning:Insights from a longitudinal study in medical students. BMC Med Educ 2025;25:619.
Hu X, Li J, Wang X, Guo K, Liu H, Yu Q, et al. Medical education challenges in Mainland China:An analysis of the application of problem-based learning. Med Teach 2025;47:713–28.
Arain SA, Akhund SA, Barakzai MA, Meo SA. Transforming medical education:Leveraging large language models to enhance PBL-a proof-of-concept study. Adv Physiol Educ 2025;49:398–404.
Shah SS, Syed A, Othman RQ, Chatha CW, Rasool G, Agrawal A. Problem Based Learning (PBL):An analysis of medical students'reflection. Rev Gomal Cienc Méd 2024;22:188–92.
Almagribi AZ, Al-Qahtani SM, Assiri AM, Mehdar KM. Perceptions of medical students at Najran University on the effectiveness of problem-based learning and team-based learning. BMC Med Educ 2024;24:1150.
Zhang SL, Ren SJ, Zhu DM, Liu TY, Wang L, Zhao JH, et al. Which novel teaching strategy is most recommended in medical education?A systematic review and network meta-analysis. BMC Med Educ 2024;24:1342.
Jaganathan S, Bhuminathan S, Ramesh M. Problem-based learning –An overview. J Pharm Bioallied Sci 2024;16:S1435–7.
Donkin R, Yule H, Fyfe T. Online case-based learning in medical education:A scoping review. BMC Med Educ 2023;23:564.
Elendu C, Amaechi DC, Okatta AU, Amaechi EC, Elendu TC, Ezeh CP, et al. The impact of simulation-based training in medical education:A review. Medicine (Baltimore) 2024;103:e38813.
Kulo V, Cestone C. A bibliometric analysis of the 100 most cited articles on problem-based learning in medical education. Med Sci Educ 2023;33:1409–26.
Pinho LA, Mota FB, Conde MV, Alves LA, Lopes RM. Mapping knowledge produced on problem-based learning between 1945 and 2014:A bibliometric analysis. Creat Educ 2015;6:576–84.
Zhang F, Wang H, Bai Y, Zhang H. A bibliometric analysis of the landscape of problem-based learning research (1981-2021). Front Psychol 2022;13:828390.
Nurjanah S, Sultan J, Aisyah S, Puspita D, Ulyasari N. Bibliometric analysis of problem based learning in physics education:A Scopus based study (1996–2023). Berkala Ilmiah Pendidikan Fisika 2024;12:310.
Li S, Yan X, Guo Z, Meng X, Huang J. A bibliometric analysis of PBL teaching method. Chin J Med Educ Res 2018;12:1096–102.
Susanty AI, Artadita S, Neo TK, Neo M, Pradana M, Amphawan A. The Nexus of Cooperative Learning and Problem-Based Learning:A Meta-Analysis. In:2024 International Conference on Electrical, Computer and Energy Technologies (ICECET). IEEE 2024 1–5.
Wulandari W, Suparman S. Bibliometric analysis of research trends in problem based learning and problem solving ability (2002-2022). Int J Stud Educ Sci 2024;5:13–28.
Othman N, Khalid N, Ab Hamid N. Mapping the intersection of problem-based learning and lifelong learning:A bibliometric analysis. Attarbawiy 2024;8:153–62.
Hallinger P. Bibliometric review methodology and state of the science:Bibliometric review of research on problem-based learning, 2017-2021. Interdiscip J Probl Based Learn 2023;17:1–27.
Ajizah A, Nahadi N, Pasani CF, Nurdin ES. Research trend of integration of problem based learning in laboratory activities:A bibliometric analysis. Journal Penelitian Pendidikan IPA 2024;10:262–8.
Diciana AC, Medina Quizhpe CH, Benavides Cueva DS, Gonzaga Gárate AF. Problem-based learning in undergraduate medical education. EPRA Int J Res Dev 2025;10:1.
Kasarla RR, Choudhary S, Khatoon N, Pathak L. Problem based learning (PBL) in medical education to facilitate student learning. Janaki Med Coll J Med Sci 2023;11:85–90.
Trullàs J, Blay C, Sarri E, Pujol R. Problem-based learning in medical degree teaching:A scoping review. Educ Med 2021;22:285–93.
Silva VN, Zambrano GA, Cruz ER. Problem-based learning versus traditional method in the development of competencies in students in the health area:A systematic review. Health, Science, and Technology 2024;4:601.
Sun J. Lecture-based, problem-based, digital problem-based and distance learning on knowledge improvement in medical education:A meta-analysis. BioRxiv [Preprint] 2021 Available from: https://doi.org/10.1101/2021.05.26.445870 [Last accessed on 2025 Jun 18].
Stanley T. Problem-Based-Learning. In:Authentic Learning New York: Routledge 2021.
Khamchiyev KM, Batyayeva YK, Shandaulov AK, Zhashkeyeva AM, Suleimenova FM, Sagimova GK. The role of the tutor and students in the process of Problem-Based Learning (PBL). Syst Rev Pharm 2020;11:1683–7.
Hallinger P. Tracking the evolution of the knowledge base on problem-based learning:A bibliometric review, 1972-2019. Interdiscip J Probl Based Learn 2021;15:1–20.
Pranckutė R. Web of Science (WoS) and Scopus:The titans of bibliographic information in today's academic world. Publications 2021;9:12.
Contributed Indexing:
Keywords: Analyse bibliométrique; Bibliometric analysis; apprentissage par problèmes; formations médicales; medical educations; medical students; problem-based learning; étudiants en médecine
Local Abstract: [Publisher, French] Résumé Contexte:L’apprentissage par problèmes (APP) est une méthodologie pédagogique centrée sur l’étudiant qui s’est avérée efficace pour promouvoir les compétences cliniques, la pensée critique et l’apprentissage autonome dans l’enseignement médical. Cette étude vise à analyser la production scientifique mondiale sur l’APP dans l’enseignement médical à l’aide d’une approche bibliométrique.Méthodes:Il s’agit d’une étude descriptive et non expérimentale avec une analyse bibliométrique des articles publiés entre 2019 et 2025 dans la base de données Scopus. Une stratégie de recherche utilisant des termes MeSH liés à l’APM et à l’enseignement médical a été appliquée, permettant de récupérer 608 documents. Les articles de recherche originaux axés sur l’APM dans les facultés de médecine ont été inclus. VOSviewer, SciVal et Bibliometrix dans RStudio ont été utilisés pour l’analyse.Résultats:Abdalla Mohamed Elhassan a été identifié comme l’auteur le plus productif, tandis que Sibbald Matt Gary s’est distingué par son impact relatif le plus élevé. L’université de Maastricht et l’université Harvard ont dominé en termes de productivité institutionnelle. Les revues les plus pertinentes étaient BMC Medical Education et Medical Science Educator. La collaboration nationale était prédominante (40,5 %), bien que la collaboration internationale ait eu un impact pondéré plus élevé. Des groupes thématiques ont été identifiés, liés aux étudiants, aux programmes d’études, aux compétences cliniques et à la COVID-19. Les revues classées dans les quartiles Q1-Q2 ont affiché une croissance soutenue du nombre de publications.Conclusion:L’apprentissage par problèmes est un domaine actif et en consolidation dans la littérature médicale, avec une forte concentration institutionnelle et éditoriale. Les résultats soulignent la nécessité d’une plus grande collaboration mondiale et d’une diversification géographique dans la production scientifique.
Local Abstract: [Publisher, French] Résumé Contexte:L’apprentissage par problèmes (APP) est une méthodologie pédagogique centrée sur l’étudiant qui s’est avérée efficace pour promouvoir les compétences cliniques, la pensée critique et l’apprentissage autonome dans l’enseignement médical. Cette étude vise à analyser la production scientifique mondiale sur l’APP dans l’enseignement médical à l’aide d’une approche bibliométrique.Méthodes:Il s’agit d’une étude descriptive et non expérimentale avec une analyse bibliométrique des articles publiés entre 2019 et 2025 dans la base de données Scopus. Une stratégie de recherche utilisant des termes MeSH liés à l’APM et à l’enseignement médical a été appliquée, permettant de récupérer 608 documents. Les articles de recherche originaux axés sur l’APM dans les facultés de médecine ont été inclus. VOSviewer, SciVal et Bibliometrix dans RStudio ont été utilisés pour l’analyse.Résultats:Abdalla Mohamed Elhassan a été identifié comme l’auteur le plus productif, tandis que Sibbald Matt Gary s’est distingué par son impact relatif le plus élevé. L’université de Maastricht et l’université Harvard ont dominé en termes de productivité institutionnelle. Les revues les plus pertinentes étaient BMC Medical Education et Medical Science Educator. La collaboration nationale était prédominante (40,5 %), bien que la collaboration internationale ait eu un impact pondéré plus élevé. Des groupes thématiques ont été identifiés, liés aux étudiants, aux programmes d’études, aux compétences cliniques et à la COVID-19. Les revues classées dans les quartiles Q1-Q2 ont affiché une croissance soutenue du nombre de publications.Conclusion:L’apprentissage par problèmes est un domaine actif et en consolidation dans la littérature médicale, avec une forte concentration institutionnelle et éditoriale. Les résultats soulignent la nécessité d’une plus grande collaboration mondiale et d’une diversification géographique dans la production scientifique.
Entry Date(s):
Date Created: 20251009 Date Completed: 20260307 Latest Revision: 20260311
Update Code:
20260311
DOI:
10.4103/aam.aam_312_25
PMID:
41065770
Database:
MEDLINE
*Further Information*
*Introduction: Problem-based learning (PBL) is a student-centered educational methodology that has been shown to promote clinical skills, critical thinking, and self-directed learning in medical education. This study aims to analyze the global scientific output on PBL in medical education through a bibliometric approach.
Methods: This is a descriptive and nonexperimental study with a bibliometric analysis of the articles published between 2019 and 2025 in the Scopus database. A search strategy using MeSH terms related to PBL and medical education was applied, retrieving 608 documents. Original research articles focused on PBL in medical schools were included. VOSviewer, SciVal, and Bibliometrix in RStudio were used for the analysis.
Results: Abdalla Mohamed Elhassan was identified as the most productive author, while Sibbald Matt Gary stood out for his highest relative impact. Maastricht University and Harvard University led in institutional productivity. The most relevant journals were BMC Medical Education and Medical Science Educator. National collaboration was predominant (40.5%), although international collaboration showed a higher weighted impact. Thematic clusters were identified, relating to students, curriculum, clinical competencies, and COVID-19. Journals ranked in Q1-Q2 showed sustained growth in publications.
Conclusion: PBL is an active and consolidating field in the medical literature, with a strong institutional and editorial concentration. The findings highlight a need for greater global collaboration and geographical diversification in the scientific output.
(Copyright © 2025 Annals of African Medicine.)*