Problem-based learning (PBL) has been systematized for over forty years. However, there is still a lack of studies that seek to visualize the evolution of scientific literature on the subject. This paper seeks to fill this gap through the development of a bibliometric analysis by carrying out a data search on the Web of Science ? database and subsequently transferring the acquired data for treatment to the VantagePoint ? software package. The data indicate that research on PBL shows a strong progression since the end of the twentieth century, with a high volume of the most impacting studies being carried out by a group of researchers who are currently linked to or used to be connected to the University Maastricht. As a result of these studies, a geographical (from North America and Europe to Asia) and academic (from research in medical education to other biomedical and engineering areas) spread of scientific production regarding this teaching methodology has arisen.
Problem-based learning (PBL) was systematized in the medicine course at McMaster University, in Canada, in the late 1960s (Neville & Norman, 2006) . Since then, PBL represents an important change in professional health education, in which higher education institutions from different countries have begun new programs or restructured their existing courses based on PBL (Mamede, Schmidt, & Norman, 2006) . As an example, Brighton University, in England, maintains an Internet directory with information on courses organized as PBL throughout the world (http://feedback.bton.ac.uk/pbl/pbldirectory/index.php). In December 2014, the directory listed 118 courses in 103 institutions, from 35 countries, that apply PBL as a teaching strategy and curriculum-organizing structure.
In a problem-based learning experience, students encounter a problem situation. They ask: What do we know? What do we need to know? And, how can we find out? (Kain, 2003) . PBL instruction is constructed on ill- structured problems. According to Savery (2006) :
“PBL is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skill to develop a viable solution to a defined problem. Critical to the success of the approach is the selection of ill-structured problems (often interdisciplinary) and a tutor who guides the learning process and conducts a thorough debriefing at the conclusion of the learning experience” (Savery, 2006: p. 12) .
In PBL, the problem becomes the vehicle for learning, and students work in small collaborative groups and learn what they need to know in order to solve a problem. The teacher acts as a facilitator to guide student learning through the learning cycle (Hmelo-Silver, 2004) .
“In this cycle, also known as the PBL tutorial process, the students are presented with a problem scenario. They formulate and analyze the problem by identifying the relevant facts from the scenario. This fact-iden- tification step helps students represent the problem. As students understand the problem better, they generate hypotheses about possible solutions. An important part of this cycle is identifying knowledge deficiencies relative to the problem. These knowledge deficiencies become what are known as the learning issues that students research during their self-directed learning (SDL). Following SDL, students apply their new knowledge and evaluate their hypotheses in light of what they have learned. At the completion of each problem, students reflect on the abstract knowledge gained. The teacher helps students learn the cognitive skills needed for problem solving and collaboration. Because students are self-directed, managing their learning goals and strategies to solve PBL’s ill-structured problems (those without a single correct solution), they also acquire the skills needed for lifelong learning” (Hmelo-Silver, 2004: pp. 236-237) .
Studies reveal that there is a positive effect from PBL on student skills. Highlighted among the benefits of applying PBL are the increase in the student’s ability to conduct research, integrate theory and practice, communicate, conduct group work, apply knowledge and skills to develop a viable solution to a problem and develop self-directed studies (Wood, 2003; Dochy et al., 2003; Rikers & Bruim, 2006; Mamede, Schmidt, & Norman, 2006; Hung, 2009; Lopes et al., 2011) .
Despite pronounced progress on the application and research regarding PBL, no bibliometric studies in the literature that examine scientific production on the subject on a broad time scale are available, with the exception of one bibliometric analysis by Xian and Madhavan (2013) regarding the contribution of Howard Barrows to PBL research. Barrows was an American physician who for over forty years has been a leading researcher and propagator on the use of PBL in medical education. In this context, the present study aims to answer some issues regarding PBL in a bibliometric context: i) observe the evolution of scientific production in this regard; ii) identify the contribution and impact of the citations of the most productive authors; iii) investigate the importance of collaborations with the most important authors for scientific production regarding the production of knowledge on PBL; and iv) identify and study the contribution of the journals that have published the most on the subject.
Research on PBL was conducted by a bibliometric analysis, observing the evolution of the scientific production on the subject. To this end, a database was generated with the results acquired by conducting a search on the Web of Science™ database (WoS), on February 12, 2014. The WoS database is a research platform that catalogues multidisciplinary scientific information on books, journals and patents, providing data from 15 other large databases (for more information, visit: http://thomsonreuters.com/thomson-reuters-web-of-science/). The search was conducted by selecting the option for all databases, with the following topic field terms: “problem based learning” (OR) “practice based learning” (OR) “problem based curriculum” (OR) “problem based curricula”, covering the whole time series available in the WoS database, between 1945 and 2014. The results were subsequently refined in the WoS directory itself, to return only the following document types: articles, reviews, editorials or letters. The search results were then imported into the Vantage Point© v. 8.0 program, a text-mining platform in which it is possible to acquire results regarding a certain database (for more information, visit: https://www.thevantagepoint.com/). When required, manual filtering of overlaid data regarding author names and institutions was conducted. Finally, a survey on the final information selected for analysis was conducted, as described below.
The following parameters were selected in the Vantage Point© program: number of publications (NP) by year; NP by type of publication; NP by country; NP by author; NP by journal and the number of times that an author or journal was cited in the acquired publications (C). The following were also observed: journal impact factors (IF-obtained from 2013 Journal Citation Reports); authors or journals according to the number of articles (P), the average number of citations per publication (CPP), proposed by Hsieh and collaborators (2004) , which is achieved by dividing the total number of citations by the total number of publications (C/P), the H index, which is the value in which h author publications have at least h citations (Hirsch, 2005) , and the m value, which is the h value divided by the number of years since the first publication of the author in question (Hirsch, 2005) . To exemplify, the CPP value gives a general idea of the impact of an author, institution, country or journal for a given area, while both the H index and the m value also provide this information, with emphasis, however, on the most cited productions (and possibly the productions with the most impact), with the latter also offering information regarding consistency in the production of papers of impact. When necessary, the value of the coefficient of determination (r²) between certain parameters, obtained with the Bio Estat v. 5.3 software package, was also determined. All figures, except for
The consultation of the WoS platform took place on February 12, 2014 and generated a total of 2990 records. Of this total, 2658 were articles, 161 were editorials, 95 were review articles and 76 were letters. When observing the total number of publications according to the time series applied, it can be observed that the first record in WoS dates from 1981, with a pattern of relatively steady growth during the period (r2 = 0.95), and that 2009 is the year with the highest number records (n = 234,
Regarding the countries with the highest number of publications, the United States stands out as the country with the highest expression (n = 952). From a total of 80 countries, the 15 countries with the highest number of publications accounted for 85.3% of the total records (n = 2551,
Country | Number of papers | |
---|---|---|
Total | % | |
USA | 952 | 31.9 |
UK | 362 | 12.1 |
Canada | 230 | 7.7 |
Australia | 216 | 7.2 |
Netherlands | 166 | 5.6 |
China | 92 | 3.1 |
Germany | 83 | 2.8 |
Turkey | 76 | 2.5 |
Sweden | 67 | 2.2 |
Taiwan | 67 | 2.2 |
Spain | 56 | 1.9 |
Singapore | 51 | 1.7 |
Japan | 47 | 1.6 |
South Africa | 45 | 1.5 |
Brazil | 38 | 1.3 |
Total | 2551 | 100 |
duction of the five countries that showed the highest number of records between 1992 and 2014. A consistent increase in scientific production on PBL can be observed in the United States (r2 = 0.89), especially from the twenty-first century onwards, with the other countries showing a relatively erratic production over time, but still higher than the production observed in the previous period, of the 1990s.
An illustrative map of the co-authorship relationships between the authors listed in
Authors | P | C | Cr | CPP | CPPr | H-index | Hr | m value | mr |
---|---|---|---|---|---|---|---|---|---|
Schmidt, H. G. | 56 | 2359 | 1 | 42.1 | 3 | 21 | 1 | 0.7 | 5 |
Van der Vleuten, C. P. M | 56 | 1335 | 2 | 23.8 | 9 | 20 | 2 | 1.0 | 2 |
Dolmans, D. H. J. M. | 49 | 904 | 4 | 18.4 | 11 | 16 | 3 | 0.8 | 4 |
Scherpbier, A. | 30 | 744 | 6 | 24.8 | 7 | 16 | 3 | 1.0 | 2 |
Azer, S. A. | 25 | 189 | 15 | 7.6 | 19 | 7 | 16 | 0.5 | 11 |
Wolfhagen, I. H. A. P. | 20 | 480 | 7 | 24.0 | 8 | 12 | 5 | 0.6 | 6 |
Smith, C. A. | 19 | 54 | 23 | 2.8 | 23 | 4 | 22 | 0.2 | 23 |
Muijtjens, A. M. M. | 18 | 189 | 15 | 10.5 | 17 | 9 | 11 | 0.6 | 6 |
Norman, G. R. | 18 | 1155 | 3 | 64.2 | 2 | 12 | 5 | 0.5 | 11 |
O'Neill, P. A. | 16 | 289 | 10 | 18.1 | 12 | 11 | 7 | 0.6 | 6 |
White, H. B. | 16 | 20 | 24 | 1.3 | 24 | 3 | 24 | 0.2 | 23 |
Kaufman, D. M. | 14 | 249 | 12 | 17.8 | 13 | 10 | 9 | 0.5 | 11 |
Dornan, T. L. | 13 | 232 | 13 | 17.8 | 13 | 8 | 13 | 0.5 | 11 |
Boshuizen, H. P. A. | 12 | 462 | 8 | 38.5 | 4 | 10 | 9 | 0.6 | 6 |
de Grave, W. S. | 12 | 365 | 9 | 30.4 | 5 | 8 | 13 | 0.5 | 11 |
Hamdy, H. | 12 | 86 | 19 | 7.2 | 20 | 6 | 18 | 0.4 | 17 |
Hmelo-Silver, C. E. | 12 | 775 | 5 | 64.6 | 1 | 11 | 7 | 0.6 | 6 |
Schwartz, R. W. | 12 | 86 | 19 | 7.2 | 20 | 6 | 18 | 0.3 | 20 |
Bligh, J. G. | 11 | 167 | 17 | 15.2 | 15 | 7 | 16 | 0.4 | 17 |
Donnelly, M. B. | 11 | 86 | 19 | 7.8 | 18 | 6 | 18 | 0.3 | 20 |
Finucane, P. M. | 11 | 150 | 18 | 13.6 | 16 | 6 | 18 | 0.3 | 20 |
Mann, K. V | 11 | 210 | 14 | 19.1 | 10 | 8 | 13 | 0.4 | 17 |
Jones, A. | 10 | 277 | 11 | 27.7 | 6 | 9 | 11 | 0.5 | 11 |
Rotgans, J. I. | 10 | 67 | 22 | 6.7 | 22 | 4 | 22 | 1.3 | 1 |
as measured by the indices relating to paper citations (
Despite this collaborative network shown in
A strong network of academic interactions between researchers associated with the Maastricht University, illustrated in
Regarding the highest impact factor journals, the journals listed in
When analyzing the time series for the amount of papers published in each journal, it was observed that the journal Medical Education had a peak of publications on PBL between 1995 and 2009 (
Journal | P | C | CPP | H-index | m value | IF |
---|---|---|---|---|---|---|
Med. Educ. | 263 | 6248 | 23.8 | 38 | 1.2 | 3.546 |
Med. Teach. | 211 | 1729 | 8.2 | 20 | 0.7 | 1.824 |
Acad. Med. | 137 | 5143 | 37.5 | 34 | 1.4 | 3.292 |
Adv. Health Sci. Educ. | 91 | 853 | 9.4 | 19 | 1.1 | 2.061 |
Biochem. Mol. Biol. Educ. | 74 | 252 | 3.4 | 9 | 0.6 | 0.702 |
Nurse Educ. Today | 70 | 591 | 8.4 | 16 | 0.8 | 1.218 |
Int. J. Eng. Educ | 68 | 259 | 3.8 | 7 | 0.4 | 0.290 |
Teach. Learn. Med. | 62 | 536 | 8.6 | 13 | 0.7 | 0.935 |
Am. J. Pharm. Educ. | 56 | 345 | 6.2 | 10 | 0.5 | -- |
Adv. Physiol. Educ. | 45 | 293 | 6.5 | 10 | 0.6 | 1.217 |
J. Dent. Educ. | 41 | 198 | 4.8 | 8 | 1.1 | 0.989 |
Instr. Sci. | 36 | 401 | 11.1 | 12 | 0.6 | -- |
IEEE Trans. Educ. | 30 | 279 | 9.3 | 11 | 0.6 | 0.950 |
J. Nurs. Educ. | 26 | 208 | 8.0 | 9 | 0.6 | 1.133 |
J. Vet. Med. Educ. | 26 | 132 | 5.1 | 7 | 0.3 | 0.65 |
Biochem. Educ. | 25 | 84 | 3.4 | 6 | 0.3 | 0.702 |
Kaohsiung J. Med. Sci. | 25 | 40 | 1.6 | 4 | 0.7 | 0.502 |
increase in publications on the subject is also observed in Medical Teacher (from 2004 onwards) and the Journal of Dental Education (from 2007 onwards), respectively, the second ranked journal that published the most on the subject throughout the period and the journal with the highest m value (
From the information contained in
Based on the data from the present study, results indicate that research on PBL has steadily increased from the end of the twentieth century. Many of the most impacting studies were conducted by a group of researchers who are currently or have at one time been connected to the Maastricht University, a Netherlands institution that can be considered an important center for the propagation of the methodology. The increase in scientific productions regarding the subject has had consequences that relate to a geographic and academic widespread use and research in the area. It is also worth noting that the use of several bibliometric measurements aids in highlight characteristics regarding production by country (
The authors would like to thank the Brazilian funding agencies FAPERJ and CNPq for their financial support.