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Related Concept Videos

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E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Related Experiment Video

Updated: Jun 17, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Problem based learning and academic performance in residency.

Jennifer Thomas1, Tod Aeby, Ginny Kamikawa

  • 1University of Hawai'i at Manoa, Honolulu, HI 96822, USA.

Hawaii Medical Journal
|December 17, 2009
PubMed
Summary
This summary is machine-generated.

Medical residents trained with Problem-Based Learning (PBL) showed similar academic performance to those from traditional curricula, except for a significant advantage in USMLE Step 2 scores.

Related Experiment Videos

Last Updated: Jun 17, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Medical Education
  • Graduate Medical Education
  • Obstetrics and Gynecology

Background:

  • Problem-Based Learning (PBL) involves acquiring knowledge through case-based problem-solving.
  • PBL is hypothesized to better prepare medical residents for residency training.
  • This study compares academic performance of residents from PBL versus traditional medical school curricula.

Purpose of the Study:

  • To compare the academic performance of obstetrics and gynecology residents based on their medical school curriculum (PBL vs. traditional).

Main Methods:

  • Retrospective analysis of University of Hawai'i Obstetrics and Gynecology residents (1997-2007).
  • Comparison of standardized test scores (USMLE Step 1, USMLE Step 2, CREOG) between PBL and non-PBL groups using t-tests.
  • Inclusion of scores from all four years of residency.

Main Results:

  • No significant differences in USMLE Step 1 or CREOG examination scores (all postgraduate years) between PBL and non-PBL groups.
  • A significant difference was observed in USMLE Step 2 mean scores, favoring the PBL group (215.1 vs. 202.1, p=0.046).

Conclusions:

  • Residents from PBL medical schools demonstrated similar overall academic performance compared to those from traditional curricula.
  • PBL curriculum may provide an advantage in specific areas, such as the USMLE Step 2 examination.