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Problem-based learning (PBL) has been utilized for over 40 years in a variety of diff erent disciplines. Although extensively researched, there is heated debate about the eff ectiveness of PBL. Several meta-analyses have been conducted that provide a synthesis of the eff ects of PBL in comparison to traditional forms of instruction. This study used a qualitative meta-synthesis approach to compare and contrast the assumptions and fi ndings of the meta-analytical research on the eff ectiveness of PBL. Findings indicated that PBL was superior when it comes to long-term retention, skill development and satisfaction of students and teachers, while traditional approaches were more eff ective for short-term retention as measured by standardized board exams. Implications are discussed.

When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms