Muhammad Adil Abbas Khan, Zain A Sobani.
Influence of gender and ethnicity on problem-based learning.
J Pak Med Students Jan ;2(3):1221-125.

OBJECTIVE: Problem-based learning (PBL) is an instructional method of hands-on active learning, centered on the investigation and resolution of simulated real-world problems. However, given that PBL has a significant social aspect to it, numerous factors may interplay in the dynamics of a small group and influence the overall learning process and outcomes. Since every aspect of the learning experience is influenced by the prevalent culture, we reviewed the influence of gender and ethnicity on the PBL system. METHODS: A review of literature was carried out using the PubMed and Google Scholar databases for the terms “Gender and problem-based learning” and “Ethnicity and problem-based learning” on August 6th, 2011. The results were filtered manually by the authors by reviewing abstracts for relevance to the topic. All relevant articles, since the inception of the electronic databases, were reviewed. The final filtered articles were then reviewed independently by the authors and evaluated for repetition and relevance, following which a narrative review on the topics was compiled. Suggestions for the improvement of the PBL process were then set by an evidence-based discussion between the authors. RESULTS AND CONCLUSIONS: Gender and ethnicity, among other independent factors, influence the outcomes of PBL. Heterogeneity and diversity are proven factors, which have positive effects on outcomes of small group learning activities. In the short term these might seem to hamper learning outcomes; however, in the end heterogeneous groups lead to comparable or better performance. Hence, efforts should be made to promote ethnic and gender diversity while distributing students into PBL groups.

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