Conducting Problem-Based Learning Meta-Analysis: Complexities, Implications, and Best Practices

Abstract

Almost fifty years ago, Barrows (1986) claimed that problem-based learning (PBL) was broad enough that a single methodological description was not possible. It has only grown more complex since. In addition to meaningful variations of PBL, there are several related problem-centered pedagogies, such as case-based learning, project-based learning, and inquirybased learning, among others. Even within PBL, primary research is conducted using a wide variation of measurement approaches, with diverse audiences, in a myriad of disciplines. The inherent complexity of PBL research can present some unique challenges to meta-analysis, such as multiple definitions of “control groups.” PBL research also intersects with common meta-analysis challenges such as preexperimental, and multiple treatment designs. This article will explore best practices for conducting meta-analysis using a modest expansion of data and new analyses based on Leary et al. (2013). Readers will see major sections of a meta-analysis alongside a running worked example, enabling a discussion of meta-analytic methods unique to a PBL context.