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Comparison of problem-based and traditional education on student performance in the obstetrics and gynecology
S T Phelan1, J R Jackson, E S Berner
1University of Alabama, Birmingham.
Objective:
To evaluate the hypothesis that students trained in problem-based learning during basic sciences will have an advantage over traditionally trained students during clinical activities because of greater experience in patient care settings.
Methods:
A retrospective study encompassing the academic years 1985-1990 compared students' clinical performance during an obstetrics and gynecology third-year clerkship based on the method of basic science education (problem-based 78, traditional 228).
Results:
No statistical difference could be demonstrated in student performance based on the basic science educational method and controlling for the timing of rotation.
Conclusions:
Participation in a problem-based curriculum does not affect students' performance on standardized objective examinations within the clinical curriculum. Using current evaluation tools, there is no measurable difference in clinical evaluations between basic science education by traditional versus problem-based learning methods.