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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Prospective measurement of a problem-based learning course sequence.
Christian R Dolder1, Jacqueline L Olin, Gregory L Alston
1Wingate University School of Pharmacy, 515 N. Main St., Wingate, NC 28174, USA.
American Journal of Pharmaceutical Education
|November 30, 2012
Summary
A 2-year problem-based learning (PBL) curriculum significantly improved medical students' skills and knowledge over time. While performance increased, further study is needed to understand the observed performance ceiling.
Area of Science:
- Medical Education
- Curriculum Development
Background:
- Problem-based learning (PBL) is a pedagogical approach used in medical education.
- Evaluating the long-term impact of PBL on skill and knowledge acquisition is crucial.
Purpose of the Study:
- To assess the longitudinal effects of a 2-year PBL curriculum on student competencies.
- To determine the progression of skills, knowledge, and abilities developed through PBL.
Main Methods:
- Students engaged with novel case studies each semester.
- A standardized form was used to document case analysis, including hypotheses, learning issues, and plans.
- A 5-point Likert scale assessed student performance on standardized forms.
Main Results:
- Sixty-seven students completed four assessments.
- Student performance scores showed significant improvement each semester compared to baseline.
- Limited significant differences in performance were noted between semesters 2, 3, and 4.
Conclusions:
- The 2-year PBL sequence effectively enhanced student performance from baseline.
- A potential performance ceiling was identified, warranting further investigation into advanced learning.
- PBL demonstrates a positive impact on developing core medical competencies over an extended period.
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