Achievement of Students in a Conventional and Problem-Based Learning (PBL) Curriculum

This study compared student performance in problem-based (PBL) and conventional curricula on: 1) basic science knowledge following two preclinical years; 2) the Medical Council of Canada Qualifying Examination (MCC) Part I, written upon completion of the four year MD, and 3) Part II of the MCC Qualifying Examination, an assessment of clinical performance after 17 months of postgraduate education. Students in the conventional class of 1995 (n = 81) and the PBL classes of 1996 (n = 84) and 1997 (n = 78) participated. The 1995 conventional class scored significantly higher on the knowledge test than did the 1996 PBL class. The 1997 PBL class performed similarly to the 1995 class. The MCC Part I total examination scores of the three classes were similar. However, the PBL classes of 1996 and 1997 outperformed the class of 1995 in Psychiatry (p = 0.01); also, the PBL class of 1997 outscored the classes of 1995 and 1996 in Preventive Medicine and Community Health (p = 0.001). Two classes have completed the Part II examination. The 1995 and 1996 classes scored similarly in data-gathering, problem-solving and overall. The 1995 class scored significantly higher in communication skills (p = 0.01). We conclude that the performance of PBL and conventional classes is equivalent after medical school, and during postgraduate education, and that knowledge differences found in the first PBL class after two preclinical years have disappeared at the end of fourth year. Basic science knowledge may continue to grow throughout the clinical experience. Differences in communication skills, which favoured the conventional class, require further study.