Long-term follow up of factual knowledge after a single, randomised problem-based learning course

Area of Science:

• Medical Education
• Pharmacology Education

Background:

• The long-term impact of problem-based learning (PBL) on factual knowledge retention is not well-understood.
• This study leverages a prior randomized comparison of PBL and traditional lecture-based learning (LBL) in pharmacology.
• Factual knowledge was tracked throughout the 4th and 5th years of medical school.

Purpose of the Study:

• To investigate the long-term effects of problem-based learning (PBL) on factual knowledge.
• To compare the retention of pharmacological knowledge between students who experienced PBL versus LBL.
• To assess knowledge at multiple time points after the initial intervention.

Main Methods:

• Third-year medical students were randomized into PBL (n=55) or LBL (n=57) basic pharmacology courses.
• Summative exam results were monitored 18 months post-intervention.
• An unscheduled formative exam was administered 27 months after the initial course completion.

Main Results:

• No significant differences in mean exam scores were observed between PBL and LBL groups at any of the three assessment points.
• Scores for PBL students were 22.4, 27.4, and 20.1 (out of 40) at 1st, 2nd, and 3rd exams, respectively.
• Scores for LBL students were 22.2, 28.4, and 19.0 (out of 40) at 1st, 2nd, and 3rd exams, respectively.

Conclusions:

• Limited exposure to PBL within a traditional curriculum does not substantially alter long-term factual knowledge in pharmacology.
• The teaching method (PBL vs. LBL) did not yield significant differences in knowledge retention over time.
• Further research may be needed to explore other potential long-term impacts of PBL beyond factual recall.