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Cited by 65Problem and Project Based LearningInnovations in Medical EducationBiomedical and Engineering Education

The DOI matches its Crossref record; 21 of the 21 references it cites were found in a registry or an index.

A Randomized Trial of a Problem-based Learning Approach for Teaching Epidemiology

Dyke, Paula, Jamrozik, Konrad, Plant, Aileen J.·2001·Academic Medicine
DOI 10.1097/00001888-200104000-00016
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Abstract

PURPOSE: To conduct a controlled trial of traditional and problem-based learning (PBL) methods of teaching epidemiology. METHOD: All second-year medical students (n = 136) at The University of Western Australia Medical School were offered the chance to participate in a randomized controlled trial of teaching methods for an epidemiology course. Students who consented to participate (n = 80) were randomly assigned to either a PBL or a traditional course. Students who did not consent or did not return the consent form (n = 56) were assigned to the traditional course. Students in both streams took identical quizzes and exams. These scores, a collection of semi-quantitative feedback from all students, and a qualitative analysis of interviews with a convenience sample of six students from each stream were compared. RESULTS: There was no significant difference in performances on quizzes or exams between PBL and traditional students. Students using PBL reported a stronger grasp of epidemiologic principles, enjoyed working with a group, and, at the end of the course, were more enthusiastic about epidemiology and its professional relevance to them than were students in the traditional course. PBL students worked more steadily during the semester but spent only marginally more time on the epidemiology course overall. Interviews corroborated these findings. Non-consenting students were older (p < 0.02) and more likely to come from non-English-speaking backgrounds (p < 0.005). CONCLUSIONS: PBL provides an academically equivalent but personally far richer learning experience. The adoption of PBL approaches to medical education makes it important to study whether PBL presents particular challenges for students whose first language is not the language of instruction.

Overview

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Crossref · 10.1097/00001888-200104000-00016

Cites

21 of 21 references verified0 citation errors · 0 not checkable

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Research works printed but not linked: 2

  1. Albanese, 1993, Med, 68, 52
  2. Vernon, 1993, Med, 68, 550

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Metadata

Authors
Dyke, P., Jamrozik, K., & Plant, A. J.
Affiliations
  • The University of Western Australia (AU)
  • Curtin University (AU)
Corresponding author
Plant, Aileen J.
Venue
Academic Medicine
Publisher
Oxford University Press (OUP)
Published
2001-04
Volume
76
Issue
4
Pages
373-379
ISSN
1040-2446 (ISSN-L)
DOI
10.1097/00001888-200104000-00016
OpenAlex
W2024717869
Cited by
65
References
21
Citations by year
2025: 1 · 2023: 6 · 2022: 5 · 2021: 4 · 2018: 2 · 2016: 1 · 2014: 3 · 2013: 3 · 2012: 1
FWCI
23.09
Type
journal article
Language
en
Open access
closed
Locations
  • Academic Medicine (publishedVersion)
  • PubMed (publishedVersion)
  • Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion)
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Social Sciences › Education › Innovations in Medical Education
  • Physical Sciences › Engineering › Biomedical Engineering › Biomedical and Engineering Education
Keywords
problem-based learning, epidemiology education, medical students, teaching methods, student perceptions, student engagement, non-English speaking students, language of instruction, medical education
MeSH terms
Adult, Education, Medical, Undergraduate, Epidemiology, Humans, Teaching, Western Australia, Problem-Based Learning

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