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An Inter- and Intra-University Comparison With Short Case-Based Testing.

L.W.T. Schuwirth1, B.H. Verhoeven, A.J.J.A. Scherpbier

  • 1Department of Educational Research, Maastricht.

Advances in Health Sciences Education : Theory and Practice
|October 19, 2002
PubMed
Summary

Problem-based learning (PBL) medical curricula may enhance problem-solving skills. A study using case-based exams found differences in proficiency and response times, suggesting PBL

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Area of Science:

  • Medical Education
  • Cognitive Science

Background:

  • Traditional comparisons of problem-solving ability between problem-based learning (PBL) and non-PBL medical schools often yield no significant differences.
  • This lack of difference may stem from inadequate assessment instruments rather than an absence of skill disparity.

Purpose of the Study:

  • To compare problem-solving abilities between medical schools with distinct curricula using a novel assessment method.
  • To investigate if a problem-based learning (PBL) approach confers an advantage in problem-solving skills.

Main Methods:

  • A key-feature, case-based examination was employed to assess students.
  • Two Dutch medical schools were compared: Maastricht (fully PBL) and Groningen (transitioning to PBL).
  • Proficiency scores and response time patterns were analyzed.

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Main Results:

  • Significant differences were observed in both proficiency scores and response time patterns between the two medical schools.
  • The findings support the hypothesis that a problem-based learning (PBL) curriculum enhances problem-solving ability.
  • The observed effect size was smaller than anticipated by proponents of PBL.

Conclusions:

  • A problem-based learning (PBL) approach appears to positively influence students' problem-solving capabilities.
  • Assessment using numerous short cases is sensitive for detecting curriculum-related differences in problem-solving skills.
  • Further research is warranted, but current findings suggest PBL's efficacy in developing these skills.