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Problem orientation is a new approach to surgical education
D B McGregor1, T R Arcomano, H S Bjerke
1Department of Surgery, University of Nevada School of Medicine, Las Vegas, USA.
American Journal of Surgery
|December 1, 1995
Summary
Problem-based learning (PBL) generates enthusiasm among students and faculty but does not improve factual knowledge transmission compared to conventional teaching methods in surgical clerkships.
Area of Science:
- Medical Education
- Surgical Training
- Curriculum Development
Background:
- Problem-based learning (PBL) is gaining traction in medical education.
- Its effectiveness in factual knowledge acquisition compared to traditional methods is not well-established.
Purpose of the Study:
- To compare the effectiveness of a PBL curriculum versus a conventional format for a third-year surgical clerkship.
- To assess student and faculty perceptions of PBL.
Main Methods:
- A PBL curriculum was implemented and compared prospectively to a conventional curriculum.
- Student knowledge was evaluated using a 195-question written exam and National Board of Medical Examiners shelf exams.
- Student and faculty feedback was collected and analyzed.
Main Results:
- Both students and faculty responded positively to the PBL curriculum.
- No significant differences in student performance were observed between PBL and conventional methods on the evaluation instruments.
- PBL did not demonstrate a more efficient transmission of knowledge.
Conclusions:
- While PBL fosters enthusiasm in medical education, it does not enhance the efficient transfer of factual knowledge.
- Further research may be needed to optimize PBL strategies for knowledge acquisition in surgical clerkships.