Background: Problem-based learning (PBL) is a pedagogical approach that shifts the role of the teacher to the  student (student-centered) and is based on self-directed learning. Although PBL has been adopted in undergraduate  and postgraduate medical education, the efectiveness of the method is still under discussion. The author’s purpose  was to appraise available international evidence concerning to the efectiveness and usefulness of PBL methodology  in undergraduate medical teaching programs. 

 
Methods: The authors applied the Arksey and O’Malley framework to undertake a scoping review. The search was  carried out in February 2021 in PubMed and Web of Science including all publications in English and Spanish with no  limits on publication date, study design or country of origin.  

Results: The literature search identifed one hundred and twenty-four publications eligible for this review. Despite  the fact that this review included many studies, their design was heterogeneous and only a few provided a high scientifc evidence methodology (randomized design and/or systematic reviews with meta-analysis). Furthermore, most  were single-center experiences with small sample size and there were no large multi-center studies. PBL methodology obtained a high level of satisfaction, especially among students. It was more efective than other more traditional (or lecture-based methods) at improving social and communication skills, problem-solving and self-learning  skills. Knowledge retention and academic performance weren’t worse (and in many studies were better) than with  traditional methods. PBL was not universally widespread, probably because requires greater human resources and  continuous training for its implementation.  

Conclusion: PBL is an efective and satisfactory methodology for medical education. It is likely that through  PBL medical students will not only acquire knowledge but also other competencies that are needed in medical  professionalism.