Long-term follow up of factual knowledge after a single, randomised problem-based learning course.

Autor: Herzig S; Department of Pharmacology, University of Cologne, Germany. stefan.herzig@uni-koeln.de, Linke RM, Marxen B, Börner U, Antepohl W
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2003 Apr 02; Vol. 3, pp. 3. Date of Electronic Publication: 2003 Apr 02.
DOI: 10.1186/1472-6920-3-3
Abstrakt: Background: The long-term effect of problem-based learning (PBL) on factual knowledge is poorly investigated. We took advantage of a previous randomised comparison between PBL and traditional teaching in a 3rd year course to follow up factual knowledge of the students during their 4th and 5th year of medical school training.
Methods: 3rd year medical students were initially randomized to participate in a problem-based (PBL, n = 55), or a lecture-based (LBL, n = 57) course in basic pharmacology. Summative exam results were monitored 18 months later (after finishing a lecture-based course in clinical pharmacology). Additional results of an unscheduled, formative exam were obtained 27 months after completion of the first course.
Results: Of the initial sample of 112 students, 90 participated in the second course and exam (n = 45, 45). 32 (n = 17 PBL, n = 15 LBL) could be exposed to the third, formative exam. Mean scores (+/- SD) were 22.4 +/- 6.0, 27.4 +/- 4.9 and 20.1 +/- 5.0 (PBL), or 22.2 +/- 6.0, 28.4 +/- 5.1 and 19.0 +/- 4.7 (LBL) in the first, second and third test, respectively (maximum score: 40). No significant differences were found between the two groups.
Conclusion: A small-scale exposure to PBL, applied under randomized conditions but in the context of a traditional curriculum, does not sizeably change long-term presence of factual knowledge within the same discipline.
Databáze: MEDLINE
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