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Cited by 50Problem and Project Based LearningInnovations in Medical EducationMedical Education and Admissions

The DOI matches its Crossref record; 20 of the 22 references it cites were found in a registry or an index.

Achievement of Students in a Conventional and Problem-Based Learning (PBL) Curriculum

Kaufman, David M., Mann, Karen V.·1999·Advances in Health Sciences Education
DOI 10.1023/a:1009829831978
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Abstract

This study compared student performance in problem-based (PBL) and conventional curricula on: 1) basic science knowledge following two preclinical years; 2) the Medical Council of Canada Qualifying Examination (MCC) Part I, written upon completion of the four year MD, and 3) Part II of the MCC Qualifying Examination, an assessment of clinical performance after 17 months of postgraduate education. Students in the conventional class of 1995 (n = 81) and the PBL classes of 1996 (n = 84) and 1997 (n = 78) participated. The 1995 conventional class scored significantly higher on the knowledge test than did the 1996 PBL class. The 1997 PBL class performed similarly to the 1995 class. The MCC Part I total examination scores of the three classes were similar. However, the PBL classes of 1996 and 1997 outperformed the class of 1995 in Psychiatry (p = 0.01); also, the PBL class of 1997 outscored the classes of 1995 and 1996 in Preventive Medicine and Community Health (p = 0.001). Two classes have completed the Part II examination. The 1995 and 1996 classes scored similarly in data-gathering, problem-solving and overall. The 1995 class scored significantly higher in communication skills (p = 0.01). We conclude that the performance of PBL and conventional classes is equivalent after medical school, and during postgraduate education, and that knowledge differences found in the first PBL class after two preclinical years have disappeared at the end of fourth year. Basic science knowledge may continue to grow throughout the clinical experience. Differences in communication skills, which favoured the conventional class, require further study.

Overview

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Crossref · 10.1023/a:1009829831978

Cites

20 of 20 references verified0 citation errors · 0 not checkable

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Recomputing p-values needs the paper’s full text.

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Citations

Cites

Flagged first, then by citations

2 of the 22 references couldn’t be matched to a known paper.

Research works printed but not linked: 3

  1. Boshuizen, M. P., Schmidt, H. G. & Wassamer, I. (1990). Curriculum Style and the Integration of Biomedical and Clinical Knowledge. Paper presented at the Second International Symposium on Problem-Based Learning, Yokyatarta, Indonesia.
  2. Mann, K. V. & Kaufman, D. M. (1995a). Skills and attitudes in self-directed learning: The impact of a problem-based curriculum. In A. I. Rothman & R. Cohen (Eds.) Proceedings of the Sixth Ottawa Conference on Medical Education (pp. 607–609). Toronto, ON: University of Toronto Bookstore.
  3. Medical Council of Canada (1977). Information pamphlet — Qualifying Examination Part I. Ottawa, ON: Medical Council of Canada.

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Metadata

Authors
Kaufman, D. M., & Mann, K. V.
Affiliations
Dalhousie University (CA)
ORCID
Kaufman, David M.
Venue
Advances in Health Sciences Education
Publisher
Springer Science and Business Media LLC
Published
1999-11
Volume
4
Issue
3
Pages
245-260
ISSN
  • 1382-4996 (ISSN-L)
  • 1573-1677
DOI
10.1023/a:1009829831978
OpenAlex
W2190379738
Cited by
50
References
22
Citations by year
2023: 3 · 2022: 1 · 2021: 1 · 2020: 1 · 2019: 1 · 2016: 5 · 2015: 4 · 2014: 2 · 2013: 1 · 2012: 2
FWCI
6.00
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Advances in Health Sciences Education (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Social Sciences › Education › Innovations in Medical Education
  • Social Sciences › Education › Medical Education and Admissions
Keywords
problem-based learning, medical education, academic performance, basic science knowledge, clinical performance assessment, communication skills, graduate medical education, curriculum comparison

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