A Bibliometric Analysis of the 100 Most Cited Articles on Problem-Based Learning in Medical Education

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Abstract

More than 50 years since the inception of problem-based learning (PBL), many questions remain to be addressed about its processes and learning outcomes. A search was conducted to identify and analyze the bibliometric characteristics of the 100 most cited articles on PBL in medical education. The articles were contributed by 212 authors in 23 journals from 1981-2016, with majority of the articles originating from Netherlands, Canada, and the United States. The articles cover a broad range of topics from the theoretical basis for PBL to its effectiveness. Almost half of the articles are classified as empirical research. Our findings show a paucity of studies on the actual implementation of PBL, its long-term impact, as well as rigorous qualitative studies.

Authors

• Violet Kulo, University of Maryland - Baltimore

• Christina M. Cestone, University of Maryland - Baltimore