The PRHO year: aspects of teaching and learning as viewed by PRHOs from old and new medical curriculum

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.