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Abstract

Purpose. Project-based learning (PjBL) is an instructional method designed to help students cultivate skills transferable beyond traditional education systems focused on didactic learning. This literature review aims to critically summarise existing literature on PjBL and its value in tertiary health professions curricula, especially with regards to cognitive, affective and behavioral student outcomes. In doing so, this study seeks to inform teaching and learning approaches that nurture skills desirable in professional settings.

Method. An electronic search for relevant English journal articles was conducted using four databases; EBSCOhost, Medline, Web of Science and Scopus. Studies which pre-date 2012, fail to or incorrectly define PjBL and/or did not explore its effect on student outcomes through original research were excluded.

Results: By applying theory to practice in a real-world setting, PjBL has been shown to not only enhance course-based knowledge but also successfully facilitate cognitive strategies in critical analysis and problem solving. The construction of tangible artifacts as part of PjBL projects also stimulates engagement and interest in the subject area amongst students and nurtures a greater sense of fulfillment from the learning process. Consequently, students experience increased confidence in operating autonomously in professional settings and are empowered to engage in healthcare advocacy. At its core, the creation of project-based learning was intended for students to express creativity and personal development, providing an opportunity for a more hands-on and experiential learning experience. The benefit of integrating PjBL into post-secondary healthcare curricula is historically underexplored with most existing literature focusing on K-12 education or non-health disciplines.

Discussion. Evidence presented in this review strongly supports the favourable effect of PjBL on student outcomes, with the potential to outperform traditional pedagogies. Future research should consider the implementation of PjBL across diverse disciplines with a focus on exploring its long-term effects.

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