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Related Experiment Videos

Comparing students' attitudes in problem-based and conventional curricula

D M Kaufman1, K V Mann

  • 1Division of Medical Education, Dalhousie University Faculty of Medicine, Halifax, Nova Scotia, Canada. David.Kaufman@Dal.Ca

Academic Medicine : Journal of the Association of American Medical Colleges
|October 1, 1996
PubMed
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Problem-based learning (PBL) medical students showed more positive attitudes toward their learning environment and curriculum compared to those in conventional programs. This suggests PBL enhances medical education experiences.

Area of Science:

  • Medical Education
  • Curriculum Development
  • Pedagogy

Background:

  • Conventional medical curricula often face challenges in fostering student engagement.
  • Problem-based learning (PBL) has emerged as an alternative pedagogical approach in medical education.
  • Evaluating student attitudes is crucial for assessing curriculum effectiveness.

Purpose of the Study:

  • To compare student attitudes in a new problem-based learning (PBL) medical curriculum versus a traditional conventional curriculum.
  • To assess attitudes after the second year of study, before clinical clerkships.
  • To test the hypothesis that PBL students would exhibit more favorable attitudes towards their learning environment, social issues in medicine, and overall curriculum.

Main Methods:

  • A comparative study involving medical students from Dalhousie University Faculty of Medicine.

Related Experiment Videos

  • Utilized two main questionnaires and additional items to measure student attitudes.
  • Compared attitude ratings between the conventional curriculum class of 1995 and the PBL curriculum class of 1996 using t-tests.

    • Main Results:

    • PBL students reported more positive attitudes regarding enthusiasm and democratic decision-making in their learning environment.
    • No significant differences were found in attitudes towards social issues in medicine between the two groups.
    • PBL students expressed more favorable attitudes towards their curriculum overall, despite slightly less positive student interaction ratings.

    Conclusions:

    • The problem-based learning (PBL) curriculum demonstrated superiority in fostering positive student attitudes towards medical education.
    • PBL positively influences students' perceptions of their learning environment and curriculum engagement.
    • Findings support the adoption of PBL to enhance the medical student educational experience.