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To what degree do problem-based learning issues change with clinical experience?

BACKGROUND: Problem-based learning has been advocated for preclinical and clinical instruction because the learning issues are adaptable to students with varying previous knowledge and ranges of experience. PURPOSE: The aim of this study was to evaluate whether the distribution in the types of learn...

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Published in:Teaching & Learning in Medicine Vol. 14; no. 4; pp. 218 - 223
Main Authors: Hueston WJ, Mallin R, Kern D
Format: research tables/charts Journal Article
Published: Taylor & Francis Ltd Fall2002
Online Access:View this record in EBSCOhost
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      dt: Fall2002
      vid: 14
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      pub: Taylor & Francis Ltd
      place: Philadelphia, Pennsylvania
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        atl: To what degree do problem-based learning issues change with clinical experience?
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        au:
          Hueston WJ
          Mallin R
          Kern D
        affil: Dept of Family Medicine, Medical University of South Carolina, 295 Calhoun St, PO Box 260192, Charleston, SC 29425; huestowj@musc.edu
      sug:
        subj:
          Problem-Based Learning
          Clinical Competence
          Education, Clinical
          Outcomes of Education
          Human
      ab: BACKGROUND: Problem-based learning has been advocated for preclinical and clinical instruction because the learning issues are adaptable to students with varying previous knowledge and ranges of experience. PURPOSE: The aim of this study was to evaluate whether the distribution in the types of learning issues generated to standardized problem-based learning cases changes with increasing clinical experience during the 3rd year of medical school. METHODS: Learning issues collected for students performing their 3rd year family medicine clerkship were categorized into broad areas by three reviewers with agreement achieved through consensus and compared over time. RESULTS: The distribution of learning issues remained relatively constant over the academic year with the exception of topics in the basic sciences and medical decision making. Basic science issues were more slightly common earlier in the 3rd year and decreased over time whereas the opposite trend was observed for medical decision-making questions. CONCLUSION: This study suggests that students do generate different types of learning issues with more clinical experience. Students may show a very slight shift in interest from basic science concerns to higher-order medical decision-making issues over time, but the shift in this interest is very small.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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