Abstract
Background: The University of Liverpool established a problembased learning medical undergraduate curriculum in 1996. This
study compares the views of Liverpool graduates from the
traditional lecture-based medical curriculum and the problembased learning medical curriculum.
Summary of work: The study population consisted of Mersey
Deanery PRHOs graduating in 2000 (traditional curriculum),
2001 (PBL1) and 2002 (PBL2) (n= 166,161,162 respectively).
A self-completion questionnaire based on The New Doctor
(GMC, 1997) focusing on the PRHOs’ teaching and learning
experiences was distributed to the individual cohorts in spring
of each PRHO year.
Summary of results: Results indicated that PRHOs from the
PBL curriculum tended to have a more positive view of their
PRHO post. Significant improvements shown between the
traditional cohort and the PBL1 group were maintained in PBL2
(e.g. ‘Feeling valued as part of a team’ 71%, 83%, 86% (p<0.02);
‘able to ask for help and advice’ 71%, 92%, 94% (p<0.01)).
However, there was a tendency for improvement in the stated
number of opportunities to develop a learning plan with their
Educational Supervisor (75%, 77%, 83% (p<0.06)).
Conclusions: Despite PBL graduates appearing to be better
equipped to undertake service-based learning, their educational
development during their final year of basic medical education
plainly relies on their Educational/Clinical Supervisor to support
their educational needs.
Original language | English |
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Publication status | Published - 2004 |
Event | Association for Medical Education in Europe (AMEE) Conference - Edinburgh International Conference Centre, Edinburgh, United Kingdom Duration: 5 Sept 2004 → 8 Sept 2004 |
Conference
Conference | Association for Medical Education in Europe (AMEE) Conference |
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Country/Territory | United Kingdom |
City | Edinburgh |
Period | 5/09/04 → 8/09/04 |