Résumés
Abstract
Background: Postgraduate medical education (PGME) bridges the transition from medical school to independent practice. Problem-based learning (PBL), widely used in undergraduate medical education, has emerged as a promising alternative to traditional lectures in PGME. However, its impact on family medicine training remains unclear.
Objective: In this scoping review, we describe the use of PBL in family medicine PGME programs and examine its educational and healthcare-related outcomes.
Methods: Using Arksey and O'Malley's methodological framework, we conducted a scoping review of PubMed, Embase, PsycINFO, ERIC, Web of Science, and ProQuest in January 2025. Two reviewers independently screened articles, extracting and synthesizing data according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR).
Results: Twelve studies met inclusion criteria, illustrating diverse PBL delivery methods in family medicine PGME. Programs integrated PBL as standalone sessions, an adjunct, or blended with traditional methods. Learning groups often included mixed specialties (e.g., family medicine and internal medicine) and varied learner levels (e.g., residents and attending physicians). Most studies reported high learner satisfaction and improved perceptions of topics; however, objective assessments of knowledge, pre- and post-PBL, showed no significant improvement. Limited data on behavior and patient outcomes suggested potential benefits.
Conclusion: PBL in family medicine PGME appears to enhance engagement and satisfaction but shows mixed educational outcomes. Further research is needed to determine its optimal role in training.
Résumé
Contexte : La formation médicale postdoctorale (FMPD) fait le pont entre les études de médecine et la pratique indépendante. L'apprentissage par problèmes (APP), largement utilisé dans la formation médicale de premier cycle, est apparu comme une alternative prometteuse aux cours magistraux traditionnels dans la FMPD. Cependant, son impact sur la formation en médecine familiale reste incertain.
Objectif : Dans cette revue exploratoire, nous décrivons l'utilisation de l'APM dans les programmes de FMPM en médecine familiale et examinons ses résultats en matière d'éducation et de soins de santé.
Méthodes : À l'aide du cadre méthodologique d'Arksey et O'Malley, nous avons mené une revue exploratoire de PubMed, Embase, PsycINFO, ERIC, Web of Science et ProQuest en janvier 2025. Deux évaluateurs ont examiné les articles de manière indépendante, en extrayant et en synthétisant les données conformément à l'extension PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) pour les revues exploratoires.
Résultats : Douze études répondaient aux critères d'inclusion, illustrant diverses méthodes d'enseignement par problèmes dans la formation postdoctorale en médecine familiale. Les programmes intégraient l'enseignement par problèmes sous forme de sessions autonomes, d'appoint ou combinées à des méthodes traditionnelles. Les groupes d'apprentissage comprenaient souvent des spécialités mixtes (par exemple, médecine familiale et médecine interne) et des niveaux d'apprentissage variés (par exemple, résidents et médecins traitants). La plupart des études ont fait état d'un niveau élevé de satisfaction des apprenants et d'une meilleure perception des sujets abordés. Cependant, les évaluations objectives des connaissances, avant et après l'apprentissage par problèmes, n'ont montré aucune amélioration significative. Les données limitées sur les habilités professionnelles et les résultats de traitement pour les patients suggèrent des avantages potentiels.
Conclusion : L'apprentissage par problèmes dans la formation postdoctorale en médecine familiale semble améliorer l'engagement et la satisfaction, mais donne des résultats éducatifs mitigés. Des recherches supplémentaires sont nécessaires pour déterminer son rôle optimal dans la formation.
Parties annexes
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