The Current State of Global Scientific Production on Problem-based Learning in Medical Education: A Bibliometric Analysis.

Abstract

<h4>Introduction</h4>Problem-based learning (PBL) is a student-centered educational methodology that has been shown to promote clinical skills, critical thinking, and self-directed learning in medical education. This study aims to analyze the global scientific output on PBL in medical education through a bibliometric approach.<h4>Methods</h4>This is a descriptive and nonexperimental study with a bibliometric analysis of the articles published between 2019 and 2025 in the Scopus database. A search strategy using MeSH terms related to PBL and medical education was applied, retrieving 608 documents. Original research articles focused on PBL in medical schools were included. VOSviewer, SciVal, and Bibliometrix in RStudio were used for the analysis.<h4>Results</h4>Abdalla Mohamed Elhassan was identified as the most productive author, while Sibbald Matt Gary stood out for his highest relative impact. Maastricht University and Harvard University led in institutional productivity. The most relevant journals were BMC Medical Education and Medical Science Educator. National collaboration was predominant (40.5%), although international collaboration showed a higher weighted impact. Thematic clusters were identified, relating to students, curriculum, clinical competencies, and COVID-19. Journals ranked in Q1-Q2 showed sustained growth in publications.<h4>Conclusion</h4>PBL is an active and consolidating field in the medical literature, with a strong institutional and editorial concentration. The findings highlight a need for greater global collaboration and geographical diversification in the scientific output.