Problem-based Learning for Emergency and Critical Care Professionals: A Narrative Review

Introduction: The education processes designed for healthcare professionals aim to facilitate the acquisition and maintenance of knowledge and skills that are found to be constantly evolving in a context of rapid and substantial changes in health organizations. Among the teaching strategies characterized by active participation of learners, the problem-based learning (PBL) methodology emerges, known as PBL. Among the clinical-care areas that require and develop robust education courses, the area of intensive care and critical care, where the skills of professionals are significantly related to clinical outcomes, stands out. Objective: This scoping review aims to identify studies of the quantitative, qualitative, and mixed-method design in which the PBL method has been used in critical and emergency areas to identify education processes of proven effectiveness. Materials and methods: This scoping review was conducted in accordance with the Scale for the Assessment of Narrative Review Articles (SANRA). The review of literature focused on the period between 1995 and 2025 through databases Medical Literature Analysis and Retrieval System Online (MEDLINE), Cumulative Index to Nursing and Allied Health Literature (CINAHL), Scopus, Web of Science, PsycINFO, Google Scholar, ClinicalTrials.gov, ProQuest, Education Resources Information Center (ERIC), and medRxiv. Results: In total, 276 articles were found, of which 6 were included, from which the following thematic areas emerge: PBL is a methodology with high learner involvement that facilitates the retention of teaching content; the problem to be addressed with PBL must start from realistic and authentic situations coming from field experiences; PBL facilitates cooperation between the group with a view to feeling like a multiprofessional team. The analysis of the studies included revealed several overarching themes, including: (1) learner engagement and time management, (2) measurement of educational transfer to practice, and (3) multidisciplinary and interprofessional learning. Conclusion: The PBL method appears to be promising for emergency and critical care professionals, but current evidence remains limited and heterogeneous; further well-designed studies using standardized outcome measures are required before firm conclusions can be drawn regarding its impact on clinical practice.