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Related Experiment Videos

Outcome measurement of problem-based learning.

D Y Teshima1

  • 1University of Hawaii at Manoa, Division of Medical Technology, John A Burns School of Medicine, Honolulu, HI 96822, USA. dick@hawaii.edu

Clinical Laboratory Science : Journal of the American Society for Medical Technology
|January 1, 2005
PubMed
Summary

Problem-based learning (PBL) improved medical technology students' national certification exam scores, particularly in Urinalysis. Students in the PBL group also received different faculty feedback compared to the pre-PBL group.

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Area of Science:

  • Medical Education
  • Health Professions Education

Background:

  • Traditional curricula may not fully prepare students for national certification exams.
  • Assessing the impact of innovative teaching methods like problem-based learning (PBL) is crucial for curriculum development.

Purpose of the Study:

  • To compare national certification examination scores between problem-based learning (PBL) and pre-problem-based learning (pre-PBL) groups.
  • To evaluate differences in clinical faculty comments between PBL and pre-PBL students.

Main Methods:

  • Retrospective analysis of national certification examination scores.
  • Review and comparison of clinical faculty evaluation files for medical technology students.
  • Statistical comparison of mean examination scores and rank-ordering of faculty comments.

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Main Results:

  • The PBL group demonstrated significantly higher scores in the Urinalysis section of the national certification examination.
  • The pre-PBL group received more qualitative comments from clinical faculty categorized as 'Quiet but got better.'

Conclusions:

  • Problem-based learning (PBL) positively influences student performance on national certification examinations.
  • PBL may also impact how clinical faculty perceive student progress and development.