Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school.
BACKGROUND: Problem-based learning (PBL) as an approach to the instruction of medical students has attracted much attention in recent years. However, its effect on the performance of its graduates is the subject of considerable debate. This article presents data from a large-scale study among gradua...
| Publicado en: | Medical Education Vol. 40; no. 6; pp. 562 - 568 |
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| Autores principales: | , , |
| Formato: | Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105945200&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105945200 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Jun2006 vid: 40 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105945200 105945200 2009334723 10.1111/j.1365-2929.2006.02483.x NLM16700772 105945200 ppf: 562 ppct: 6 formats: fmt: @attributes: type: P tig: atl: Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. aug: au: Schmidt HG Vermeulen L van der Molen HT sug: subj: Clinical Competence Standards Education, Medical Standards Interprofessional Relations Problem-Based Learning Schools, Medical Standards Adult Attitude of Health Personnel Female Male Netherlands Schools, Medical Administration Adult: 19-44 years Female Male ab: BACKGROUND: Problem-based learning (PBL) as an approach to the instruction of medical students has attracted much attention in recent years. However, its effect on the performance of its graduates is the subject of considerable debate. This article presents data from a large-scale study among graduates of a problem-based medical school and those of a conventional medical school to contribute to this discussion. PURPOSE: To study the longterm effects of problem-based medical training on the professional competencies of graduates. METHODS: A questionnaire was sent to all graduates since 1980 of a problem-based and a conventional medical school. Participants were requested to rate themselves on 18 professional competencies derived from the literature. RESULTS: The graduates of the PBL school scored higher on 14 of 18 professional competencies. Graduates of the problem-based school rated themselves as having much better interpersonal skills, better competencies in problem solving, self-directed learning and information gathering, and somewhat better task-supporting skills, such as the ability to work and plan efficiently. There were no sizeable differences with regard to general academic competencies, such as conducting research or writing a paper. Graduates from the conventional school rated themselves as having slightly more medical knowledge. The findings were shown to be valid and robust against possible response bias. CONCLUSION: The findings suggest that PBL not only affects the typical PBL-related competencies in the interpersonal and cognitive domains, but also the more general work-related skills that are deemed important for success in professional practice. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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