Problem-Based Learning associated with improved engagement and reasoning in TCM students

A systematic review examined the impact of Problem-Based Learning (PBL) within Traditional Chinese Medicine (TCM) education, covering foundational, clinical, and classical literature courses. The included studies were quasi-experimental and often single-institution, involving TCM students. Specific sample sizes and absolute numbers for outcomes were not reported in the available evidence.

The review identified positive associations between PBL implementation and improvements in student engagement, case-based reasoning, and collaborative learning. However, effect sizes, p-values, and confidence intervals were not reported for these secondary outcomes. The comparator group was not consistently defined across the reviewed literature.

Safety and tolerability data were not reported, as adverse events and discontinuations are not applicable to educational interventions. Key limitations included heterogeneous outcome measures, variability in faculty facilitation, insufficient case standardization, and misalignment between instructional design and assessment systems. Long-term evaluation was also limited.

The available evidence suggests an association rather than causation between PBL and educational improvements. Practice relevance indicates PBL may serve as a valuable complementary instructional strategy in TCM education. Further rigorous and standardized investigations are required to clarify the sustained educational impact and generalizability beyond specific educational contexts.