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

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Abstract

Problem-based learning (PBL) is an instructional approach used in medical education that is characterized by solving problems in small groups with tutor guidance. More than 50 years since PBL’s inception, many questions remain to be addressed about its processes and learning outcomes. The purpose of the study was to examine the bibliometric characteristics of the 100 most cited articles on PBL in medical education and to identify landmark papers that have made significant contributions to PBL research. Results were systematically reviewed for citation frequency, publication year, journal, article type, article focus, authors, author collaboration, and country collaboration. The number of citations ranged from 81 to 3531 times cited with 31,041 total citations. The articles were contributed by 211 authors in 23 journals and most articles (68%) were published in Medical Education, Academic Medicine, and Medical Teacher. The majority of the articles (71%) originated from Netherlands, Canada, and the United States and six prolific authors were identified. Almost half of the articles are classified as empirical research. Article foci included theoretical foundations of PBL, curriculum design, learning outcomes and processes, tutors, assessment, guides to PBL implementation, commentaries, and student well-being. The strong author and country collaborations indicate continued global interest in the PBL instructional method, which is likely to remain an active topic of research as the evidence of its effectiveness over traditional instructional methods as well as its most impactful components is inconclusive.

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Data availability

The data that support the findings of this study are available from the corresponding author upon request.

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    Violet Kulo & Christina Cestone

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All authors contributed to the study conception and design. Material preparation, data collection, and analysis were performed by Violet Kulo and Christina Cestone. The first draft of the manuscript was written by Violet Kulo and all authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

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Kulo, V., Cestone, C. A Bibliometric Analysis of the 100 Most Cited Articles on Problem-Based Learning in Medical Education. Med.Sci.Educ. 33, 1409–1426 (2023). https://doi.org/10.1007/s40670-023-01893-x

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  • DOI: https://doi.org/10.1007/s40670-023-01893-x

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