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Residents' evaluation of a problem-based learning curriculum in a general surgery residency program
R W Schwartz1, M B Donnelly, D A Sloan
1Department of Surgery, University of Kentucky College of Medicine, Lexington, USA.
American Journal of Surgery
|April 1, 1997
Summary
Residents reported high satisfaction with problem-based learning (PBL) sessions and active tutors. Effective PBL requires well-designed cases and engaging facilitators for a positive graduate education experience.
Area of Science:
- Medical Education
- Graduate Medical Training
Background:
- Problem-based learning (PBL) is a pedagogical approach used in medical education.
- Evaluating resident satisfaction and learning experiences is crucial for curriculum development.
Purpose of the Study:
- To assess resident satisfaction with PBL sessions and tutors.
- To understand resident preparation methods for PBL.
- To identify characteristics of effective PBL sessions and tutors.
Main Methods:
- Analysis of 132 evaluations from 24 residents.
- Utilized a 38-item questionnaire to rate tutor characteristics, session aspects, and preparation methods.
- Covered 9 cases presented over 9 months of a graduate program.
Main Results:
- High resident satisfaction with PBL sessions and program logistics.
- Tutor quality was deemed more critical than case quality.
- Residents preferred active, thought-provoking tutors over traditional facilitators.
- Standard textbooks were the most common preparation resource.
Conclusions:
- Problem-based learning is an effective and enjoyable graduate curriculum component.
- Successful PBL implementation relies on well-written cases and dynamic tutors.