Effectiveness of problem-based learning in physiotherapy undergraduate curriculum: A systematic review

Abstract

Introduction: The effectiveness of problem-based learning (PBL) in physiotherapy education is not clearly studied. The aim of this study was to determine the effectiveness of PBL compared to traditional methods (TM) in physiotherapy education. Methods: PubMed, Pedro, Science direct, and Google Scholar Databases were searched on 11 January 2022 for randomised controlled trials, non-randomised control trials, quasi experimental trials, before and after study designs and cohort studies published in English from 2000 to 2022. Two reviewers conducted screening, eligibility assessment, data extraction, and risk of bias assessment independently. A narrative synthesis of outcomes is presented. Preferred Reporting Items for Systematic reviews and Meta Analysis (PRISMA) was used to report the review. Meta-analysis was not performed due to the heterogeneity of studies. This protocol was registered in Prospero (Prospero ID: CRD 42022301693). Results: The primary search strategy identified 2826 potentially relevant