A Comparison of outcomes of traditional, problem-based, and outcome-based curriculum in medicine: A systematic review / [author]: Florida Atibagos Jr., Selina Cayl Agoot, Saeeda Almuqahwi, Jeremie Anne Arciaga, Vhea Bartolome, Rosanna Bucag, Othoniel Bungalso Jr. Hannah Agape, Naomi Castillo, Charisse Chavez, Patricia Therese Chiombon, Austine Joy Cui, Red Destacamento, Dominic John Felix, BAstianelle Maurine Gerard Flores, Alyssa Marie Franciscco, Marinel Khyle Gatus, Sarah Alyssa Ibay, Maria Patricia Denille Inciong

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ABSTRACT: Background: Medical educators are reevaluating traditional teaching methods in light of concerns about their efficacy in fostering essential skills and lifelong learning values among students. Outcome-based education (OBE) and Problem-Based Learning (PBL) has emerged as promising alternatives, emphasizing problem - solving skills and adult learning principles. However, evidence supporting its superiority over traditional methods remains inconclusive. This systematic review compares outcome-based, traditional, and problem-based curricula in medical education, focusing on their impact on student success and preparedness for clinical practice. Understanding the effectiveness of different educational approaches is crucial for optimizing medical education practices and improving outcomes. This review aims to inform educators and policymakers on the most effective curriculum design for medical schools. Methods: This systematic review included observational studies comparing success/failure rates among medical students in traditional-based, problem-based, and outcome-based curricula. Participants were medical students enrolled in or graduated from medical schools, with no nationality restrictions. Studies comparing the outcomes of students exposed to different curricula were included. Outcomes focused on success/failure rates in licensure exams, residency, fellowship, specialty/subspecialty training, competency, and practice preparedness. Searches were conducted on PubMed and Google Scholar using relevant keywords. Data extraction, screening, and selection were performed independently by six authors, with discrepancies resolved by a seventh author. Results: A total of 411 studies were initially identified, with 406 excluded following review, leaving five studies meeting inclusion criteria. Data collected included experiment details, sample size, exam passing rates, preparedness, and medical competency levels. To determine the statistically significant difference between the three curriculums, a chi-square test was used. Results show that for all the evaluated outcomes, traditional education, OBE, and PBL are statistically different. With regards to medical competency and preparedness for medical practice, PBL is more advantageous than OBE and traditional education. Keywords: Medical education, Traditional Curriculum, Problem-based learning, Outcome-based learning.

Department of Community & Family Medicine