Mapping Knowledge Produced on Problem-Based Learning between 1945 and 2014: A Bibliometric Analysis
Author(s)
Luis Antonio de Pinho1,
Fábio Batista Mota2,
Mariza Velloso Fernandez Conde2,
Luiz Anastácio Alves3,
Renato Matos Lopes3
Affiliation(s)
1 Instituto Federal do Acre—Campus Rio Branco, Acre, Brasil. 2 Instituto Oswaldo Cruz, Fundação Oswaldo Cruz, Rio de Janeiro, Brasil. 3 Laboratório de Comunicação Celular, Instituto Oswaldo Cruz, Fundação Oswaldo Cruz, Rio de Janeiro, Brasil.
1 Instituto Federal do Acre—Campus Rio Branco, Acre, Brasil. 2 Instituto Oswaldo Cruz, Fundação Oswaldo Cruz, Rio de Janeiro, Brasil. 3 Laboratório de Comunicação Celular, Instituto Oswaldo Cruz, Fundação Oswaldo Cruz, Rio de Janeiro, Brasil.
ABSTRACT
Problem-based learning (PBL) has been systematized for over forty years. However, there is still a lack of studies that seek to visualize the evolution of scientific literature on the subject. This paper seeks to fill this gap through the development of a bibliometric analysis by carrying out a data search on the Web of Science? database and subsequently transferring the acquired data for treatment to the VantagePoint? software package. The data indicate that research on PBL shows a strong progression since the end of the twentieth century, with a high volume of the most impacting studies being carried out by a group of researchers who are currently linked to or used to be connected to the Maastricht University. As a result of these studies, a geographical (from North America and Europe to Asia) and academic (from research in medical education to other biomedical and engineering areas) spread of scientific production regarding this teaching methodology has arisen.
Problem-based learning (PBL) has been systematized for over forty years. However, there is still a lack of studies that seek to visualize the evolution of scientific literature on the subject. This paper seeks to fill this gap through the development of a bibliometric analysis by carrying out a data search on the Web of Science? database and subsequently transferring the acquired data for treatment to the VantagePoint? software package. The data indicate that research on PBL shows a strong progression since the end of the twentieth century, with a high volume of the most impacting studies being carried out by a group of researchers who are currently linked to or used to be connected to the Maastricht University. As a result of these studies, a geographical (from North America and Europe to Asia) and academic (from research in medical education to other biomedical and engineering areas) spread of scientific production regarding this teaching methodology has arisen.
Cite this paper
de Pinho, L. , Mota, F. , Conde, M. , Alves, L. and Lopes, R. (2015) Mapping Knowledge Produced on Problem-Based Learning between 1945 and 2014: A Bibliometric Analysis. Creative Education, 6, 576-584. doi: 10.4236/ce.2015.66057.
de Pinho, L. , Mota, F. , Conde, M. , Alves, L. and Lopes, R. (2015) Mapping Knowledge Produced on Problem-Based Learning between 1945 and 2014: A Bibliometric Analysis. Creative Education, 6, 576-584. doi: 10.4236/ce.2015.66057.
References
[1] Dochy, F., Segers, M., Bossche, P. V., & Gijbels, D. (2003). Effects of PBL: A Meta-Analysis. Learning and Instruction, 13, 533-568.
http://dx.doi.org/10.1016/S0959-4752(02)00025-7 [2] Hirsch, J. E. (2005). An Index to Quantify an Individual’s Scientific Research Output. Proceedings of the National Academy of Sciences, 102, 16569-16572.
http://www.pnas.org/content/102/46/16569
http://dx.doi.org/
10.1073/pnas.0507655102 [3] Hsieh, W. H., Chiu, W. T., Lee, Y. S., & Ho, Y. S. (2004). Bibliometric Analysis of Patent Ductus Arteriosus Treatments. Scientometrics, 60, 205-215.
http://dx.doi.org/10.1023/B:SCIE.0000027793.12866.58 [4] Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16, 3, 235-265.
http://dx.doi.org/10.1023/B:EDPR.0000034022.16470.f3 [5] Hung, W. (2009). The 9-Step Problem Design Process for Problem-Based Learning: Application of the 3C3R Model. Educational Research Review, 4, 118-141.
http://dx.doi.org/10.1016/j.edurev.2008.12.001 [6] Kain, D. L. (2003). Problem-Based Learning for Teachers, Grades 6 - 12. USA: Pearson Education [7] Lopes, R. M., Filho, M. V. S., Marsden, M., & Alves, N. G. (2011). Aprendizagem baseada em problemas: Uma experiência no ensino da química toxicológica. Química Nova, 34, 1275-1280.
http://dx.doi.org/10.1590/S0100-40422011000700029 [8] Mamede, S., Schmidt, H. G., & Normam, G. R. (2006). Innovations in Problem-Based Learning: What Can We Learn from Recent Studies. Advances in Health Sciences Education, 11, 403-422.
http://dx.doi.org/10.1007/s10459-006-9018-2 [9] Neville, A. J., & Norman, G. R. (2007). PBL in the Undergraduate MD Program at McMaster University: Three Iterations in Three Decades. Academic Medicine, 8, 370-374.
http://dx.doi.org/10.1097/ACM.0b013e318033385d [10] Pichappan, P., & Sarasvady, S. (2002). The Other Side of the Coin: The Intricacies of Author Self-Citations. Scientometrics, 54, 285-290.
http://dx.doi.org/10.1023/A:1016070029935 [11] Rikers, R. M. J. P., & Bruim, A. B. H. (2006). Introduction to the Special Issue on Innovations in Problem-Based Learning. Advances in Health Science Education, 11, 315-319.
http://dx.doi.org/10.1007/s10459-006-9011-9 [12] Savery, J. R. (2006). Overview of Problem-Based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1, 9-20.
http://dx.doi.org/10.7771/1541-5015.1002 [13] Wood, D. F. (2003). ABC of Learning and Teaching in Medicine: Problem Based Learning. British Medical Journal, 326, 328-330.
http://dx.doi.org/10.1136/bmj.326.7384.328 [14] Xian, H., & Madhavan, K. (2013). Building on and Honoring Forty Years of PBL Scholarship from Howard Barrows: A Scientometric, Large-Scale Data, and Visualization-Based Analysis. Interdisciplinary Journal of Problem-Based Learning, 7, 132-156.
http://dx.doi.org/10.7771/1541-5015.1325
[1] Dochy, F., Segers, M., Bossche, P. V., & Gijbels, D. (2003). Effects of PBL: A Meta-Analysis. Learning and Instruction, 13, 533-568.
http://dx.doi.org/10.1016/S0959-4752(02)00025-7 [2] Hirsch, J. E. (2005). An Index to Quantify an Individual’s Scientific Research Output. Proceedings of the National Academy of Sciences, 102, 16569-16572.
http://www.pnas.org/content/102/46/16569
http://dx.doi.org/
10.1073/pnas.0507655102 [3] Hsieh, W. H., Chiu, W. T., Lee, Y. S., & Ho, Y. S. (2004). Bibliometric Analysis of Patent Ductus Arteriosus Treatments. Scientometrics, 60, 205-215.
http://dx.doi.org/10.1023/B:SCIE.0000027793.12866.58 [4] Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16, 3, 235-265.
http://dx.doi.org/10.1023/B:EDPR.0000034022.16470.f3 [5] Hung, W. (2009). The 9-Step Problem Design Process for Problem-Based Learning: Application of the 3C3R Model. Educational Research Review, 4, 118-141.
http://dx.doi.org/10.1016/j.edurev.2008.12.001 [6] Kain, D. L. (2003). Problem-Based Learning for Teachers, Grades 6 - 12. USA: Pearson Education [7] Lopes, R. M., Filho, M. V. S., Marsden, M., & Alves, N. G. (2011). Aprendizagem baseada em problemas: Uma experiência no ensino da química toxicológica. Química Nova, 34, 1275-1280.
http://dx.doi.org/10.1590/S0100-40422011000700029 [8] Mamede, S., Schmidt, H. G., & Normam, G. R. (2006). Innovations in Problem-Based Learning: What Can We Learn from Recent Studies. Advances in Health Sciences Education, 11, 403-422.
http://dx.doi.org/10.1007/s10459-006-9018-2 [9] Neville, A. J., & Norman, G. R. (2007). PBL in the Undergraduate MD Program at McMaster University: Three Iterations in Three Decades. Academic Medicine, 8, 370-374.
http://dx.doi.org/10.1097/ACM.0b013e318033385d [10] Pichappan, P., & Sarasvady, S. (2002). The Other Side of the Coin: The Intricacies of Author Self-Citations. Scientometrics, 54, 285-290.
http://dx.doi.org/10.1023/A:1016070029935 [11] Rikers, R. M. J. P., & Bruim, A. B. H. (2006). Introduction to the Special Issue on Innovations in Problem-Based Learning. Advances in Health Science Education, 11, 315-319.
http://dx.doi.org/10.1007/s10459-006-9011-9 [12] Savery, J. R. (2006). Overview of Problem-Based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1, 9-20.
http://dx.doi.org/10.7771/1541-5015.1002 [13] Wood, D. F. (2003). ABC of Learning and Teaching in Medicine: Problem Based Learning. British Medical Journal, 326, 328-330.
http://dx.doi.org/10.1136/bmj.326.7384.328 [14] Xian, H., & Madhavan, K. (2013). Building on and Honoring Forty Years of PBL Scholarship from Howard Barrows: A Scientometric, Large-Scale Data, and Visualization-Based Analysis. Interdisciplinary Journal of Problem-Based Learning, 7, 132-156.
http://dx.doi.org/10.7771/1541-5015.1325