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Related Experiment Videos

Knowledge gain in a problem-based surgery clerkship

R W Schwartz1, M B Donnelly, D A Sloan

  • 1Department of Surgery, University of Kentucky College of Medicine, Lexington.

Academic Medicine : Journal of the Association of American Medical Colleges
|February 1, 1994
PubMed
Summary

Students demonstrated significant knowledge gain in a problem-based surgery clerkship, with this improvement correlating strongly with enhanced clinical performance measures.

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Area of Science:

  • Medical Education
  • Surgical Training
  • Clinical Skills Assessment

Background:

  • Problem-based learning (PBL) is an educational method increasingly used in medical schools.
  • The effectiveness of PBL in surgical clerkships requires evaluation through objective measures.
  • Assessing knowledge gain and its correlation with clinical performance is crucial for curriculum development.

Purpose of the Study:

  • To quantify knowledge acquisition in a PBL surgery clerkship.
  • To examine the relationship between knowledge gain and clinical performance metrics.

Main Methods:

  • Third-year medical students in a PBL surgery clerkship were assessed using National Board of Medical Examiners (NBME) exams (pre/post), quizzes, essay exams, standardized-patient exams, and objective structured clinical examinations (OSCE).

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  • Student performance was also evaluated by faculty and peers.
  • Statistical analyses included ANOVA, t-tests, and correlation analyses.

    • Main Results:

    • A statistically significant increase in student knowledge was observed.
    • Knowledge gain correlated significantly with most performance measures, notably peer evaluations, standardized-patient exams, and modified-essay exams.
    • The composite reliability of assessment measures was high (.81).

    Conclusions:

    • Problem-based learning in surgery clerkships leads to substantial knowledge gains.
    • Acquired knowledge in this PBL format is closely linked to improved clinical skills and performance.