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Implementing problem-based learning in a family medicine clerkship
E T Washington1, J W Tysinger, L M Snell
1Department of Family Practice and Community Medicine, University of Texas Southwestern Medical Center, Dallas, USA. ewashi@mednet.swmed.edu
Family Medicine
|November 25, 1998
Summary
Problem-based learning (PBL) improved medical student performance in family medicine clerkships. Students reported high satisfaction and better preparedness for clinical challenges after PBL implementation.
Area of Science:
- Medical Education
- Family Medicine
- Pedagogy
Background:
- Problem-based learning (PBL) is increasingly adopted in medical schools.
- Limited data exists on the educational outcomes of PBL.
- This study evaluated PBL integration into a third-year family medicine clerkship.
Purpose of the Study:
- To assess the impact of implementing a PBL component in a third-year family medicine clerkship.
- To measure changes in student examination scores and gather student feedback on the PBL method.
Main Methods:
- Replaced one-third of didactic teaching with PBL activities.
- Utilized simulated cases and faculty facilitators for student-led learning.
- Compared National Board of Medical Examiners (NBME) exam scores pre- and post-PBL implementation.
- Collected student evaluations on PBL relevance and effectiveness.
Main Results:
- Mean NBME family medicine clerkship examination scores increased from 66 to 73.
- Over 80% of students found PBL an effective learning method.
- 85% of students felt PBL provided adequate information for developing learning issues.
Conclusions:
- Problem-based learning can be successfully integrated into a third-year family medicine clerkship.
- Students generally accepted and rated the PBL technique highly.
- PBL implementation led to improved student examination scores.