This study is an integrative review that explores the psychological well-being of health sciences students and academic staff within problem-based learning (PBL) and related active learning environments. It examines both the benefits and challenges of PBL, including its influence on students’ motivation, self-efficacy, resilience, anxiety, stress, burnout, and staff facilitation experiences. The study also highlights the importance of institutional support, facilitator training, peer support, resilience-building strategies, and Ubuntu-informed approaches to promote wellbeing in PBL environments.
Mabena-Segoe et al. (Thu,) studied this question.