Influence of curriculum pedagogy on student knowledge acquisition in physician assistant training: preliminary findings.
Purpose: This study was initiated to address a lack of research in problem-based learning in physician assistant (PA) education. The preliminary findings of the first 3 years of an ongoing 5-year longitudinal study to compare students' academic performance in parallel lecture-based learning (LBL) an...
| Publicado en: | Journal of Physician Assistant Education (Physician Assistant Education Association) Vol. 17; no. 1; pp. 10 - 18 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Physician Assistant Education Association
2006
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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=106351923&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106351923 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 19419430 2Q7V jtl: Journal of Physician Assistant Education (Physician Assistant Education Association) issn: 19419430 maglogo: N pubinfo: dt: 2006 vid: 17 iid: 1 pid: 20574 pub: Physician Assistant Education Association place: Alexandria, Virginia artinfo: ui: 106351923 2009269687 10.1097/01367895-200617010-00002 106351923 ppf: 10 ppct: 8 formats: fmt: @attributes: type: P tig: atl: Influence of curriculum pedagogy on student knowledge acquisition in physician assistant training: preliminary findings. aug: au: Wardley CS Applegate EB Van Rhee JA affil: Faculty Specialist, Physician Assistant Program, Western Michigan University, 1903 West Michigan Avenue, Kalamazoo, MI 49008; wardley@wmich.edu sug: subj: Academic Achievement Curriculum Lecture Problem-Based Learning Students, Physician Assistant Teaching Methods Evaluation Academic Achievement Evaluation Achievement Tests Analysis of Variance Coefficient alpha Colleges and Universities Credentialing Examinations Descriptive Research Descriptive Statistics Education Research Education, Masters Michigan Post Hoc Analysis Prospective Studies Repeated Measures Research Instruments Selection Bias Time Factors Human ab: Purpose: This study was initiated to address a lack of research in problem-based learning in physician assistant (PA) education. The preliminary findings of the first 3 years of an ongoing 5-year longitudinal study to compare students' academic performance in parallel lecture-based learning (LBL) and problem-based learning (PBL) curricular tracks of a 2-year master's program are reported. Methods: A comprehensive examination was administered to all students enrolled in the LBL and PBL curricular tracks on five occasions: at the beginning of the program to establish baseline knowledge, and then at 5 months, 9 months, 12 months, and 24 months. These scores, along with student performance on the Physician Assistant National Certifying Examination (PANCE) were analyzed. Results: There were no statistically significant differences between the LBL and PBL group scores at any measurement point including on the PANCE (all p's < 0.05). Conclusions: The pattern of students' acquisition of knowledge as measured by standardized tests was similar in both the LBL and PBL curricula. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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