Data extraction sheet.

BackgroundProblem-based learning (PBL) is widely recognized as an effective method for enhancing critical thinking and communication skills in medical education. However, in first-year medical students, the specific and detailed effects have yet to be explored, especially across resource-rich and resource-limited educational settings.ObjectiveThe scoping review evaluates the effects of problem-based learning on the development of critical thinking and communication skills of first-year medical students and compares the effectiveness of the method in resource-rich and resource-limited environments.MethodsThis scoping review followed Arksey and O’Malley’s framework. A systematic search of the literature was conducted on Google Scholar, PubMed, and ProQuest for studies published between 2015 and 2024. Included studies were screened according to the defined criteria, and data were extracted on study characteristics, interventions, and outcomes measured.ResultsA total of eight studies were found that met inclusion criteria: only one among them exclusively studied first-year students. The results of this cross-sectional study (with a descriptive self-report questionnaire) found that first-year students have a positive attitude toward PBL since they reported the following: high engagement (97%) and improved teamwork (87%). The included studies reported that PBL was associated with perceived improvements in critical thinking and communication skills among undergraduate medical students in both resource-limited and resource-rich educational environment. There were methodological variations, and some regions were entirely unrepresented. All the reviewed studies were published in Asia, with no studies from Africa.ConclusionThe reviewed studies suggest that PBL may be associated with perceived improvements in critical thinking and communication skills; however, findings remain tentative due to methodological and contextual limitations.

背景
基于问题的学习（Problem-based learning, PBL）被广泛认为是提升医学教育中批判性思维与沟通能力的有效教学方法。然而，针对一年级医学生的具体且细致的教学效果仍有待探索，尤其是在资源充裕与资源匮乏两类教育环境中开展的相关研究尚且不足。

研究目的
本范围综述（scoping review）旨在评估基于问题的学习对一年级医学生批判性思维与沟通能力发展的影响，并对比该教学方法在资源充裕与资源匮乏教育环境中的应用效果。

方法
本范围综述遵循Arksey与O’Malley的研究框架。通过Google Scholar、PubMed及ProQuest数据库对2015年至2024年间发表的相关文献进行系统性检索。按照预设标准对纳入的研究进行筛选，并提取研究特征、干预措施及测量结局等相关数据。

结果
最终共有8项符合纳入标准的研究被纳入，其中仅1项研究专门针对一年级医学生展开。该项横断面研究（采用描述性自我报告问卷）结果显示，一年级医学生对PBL持有积极态度：97%的学生表示参与度较高，87%的学生认为团队协作能力得到提升。纳入的研究均表明，无论在资源充裕还是资源匮乏的教育环境中，PBL均与本科医学生感知到的批判性思维与沟通能力改善相关。但各研究存在方法学差异，且部分地区完全未被覆盖。所有纳入综述的研究均发表于亚洲，无非洲地区的相关研究。

结论
纳入综述的研究表明，PBL或与本科医学生感知到的批判性思维与沟通能力提升存在关联，但由于方法学与情境层面的局限性，当前研究结论仍具尝试性。