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      Comparison of the problem based learning-driven with the traditional didactic-lecture-based curricula

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          Abstract

          Objectives

          To compare the Problem-based learning (PBL) with the traditional lecture-based curricula.

          Methods

          The single best answer Multiple Choice Questions (MCQ) and the Objective Structured Clinical Examination (OSCE) were used to compare performance of the lecture-based curriculum with the PBL medical student groups. The reliability for the MCQs and OSCE was calculated with Kuder-Richardson formula and Cronbach’s alpha, respectively. The content validity of the MCQs and OSCE were tested by the Independent Subject Experts (ISE). The Student’s t-test for independent samples was used to compare the item difficulty of the MCQs and OSCE’s, and the Chi-square test was used to compare the grades between the two student groups.

          Results

          The PBL students outperformed the old curriculum students in overall grades, theoretical knowledge base (tested with K2 type MCQs) and OSCE. The number of the PBL students with scores between 80-90% (grade B) was significantly (p=0.035) higher while their number with scores between 60 to 69% (grade C) was significantly p=0.001) lower than the old curriculum students. Similarly, the mean MCQ and the OSCE scores of the new curriculum students were significantly higher (p = 0.001 and p = 0.025, respectively) than the old curriculum students. Lastly, the old curriculum students found the K2-MCQs to be more (p = 0.001) difficult than the single correct answer (K1 type) MCQs while no such difference was found by the new curriculum students.

          Conclusions

          Suitably designed MCQs can be used to tap the higher cognitive knowledge base acquired in the PBL setting. 

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          Most cited references28

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          The effects of problem-based learning during medical school on physician competency: a systematic review.

          Systematic reviews on the effects of problem-based learning have been limited to knowledge competency either during medical school or postgraduate training. We conducted a systematic review of evidence of the effects that problem-based learning during medical school had on physician competencies after graduation. We searched MEDLINE, EMBASE, CINAHL, PsycINFO, Cochrane Databases, and the tables of contents of 5 major medical education journals from earliest available date through Oct. 31, 2006. We included studies in our review if they met the following criteria: problem-based learning was a teaching method in medical school, physician competencies were assessed after graduation and a control group of graduates of traditional curricula was used. We developed a scoring system to assess the quality of the studies, categorized competencies into 8 thematic dimensions and used a second system to determine the level of evidence for each competency assessed. Our search yielded 102 articles, of which 15 met inclusion criteria after full text review. Only 13 studies entered final systematic analysis because 2 studies reported their findings in 2 articles. According to self-assessments, 8 of 37 competencies had strong evidence in support of problem-based learning. Observed assessments had 7 competencies with strong evidence. In both groups, most of these competencies were in the social and cognitive dimensions. Only 4 competencies had moderate to strong levels of evidence in support of problem-based learning for both self-and observed assessments: coping with uncertainty (strong), appreciation of legal and ethical aspects of health care (strong), communication skills (moderate and strong respectively) and self-directed continuing learning (moderate). Problem-based learning during medical school has positive effects on physician competency after graduation, mainly in social and cognitive dimensions.
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            Problem-based learning: future challenges for educational practice and research.

            Problem-based learning (PBL) is widely used in higher education. There is evidence available that students and faculty are highly satisfied with PBL. Nevertheless, in educational practice problems are often encountered, such as tutors who are too directive, problems that are too well-structured, and dysfunctional tutorial groups. The aim of this paper is to demonstrate that PBL has the potential to prepare students more effectively for future learning because it is based on four modern insights into learning: constructive, self-directed, collaborative and contextual. These four learning principles are described and it is explained how they apply to PBL. In addition, available research is reviewed and the current debate in research on PBL is described. It is argued that problems encountered in educational practice usually stem from poor implementation of PBL. In many cases the way in which PBL is implemented is not consistent with the current insights on learning. Furthermore, it is argued that research on PBL should contribute towards a better understanding of why and how the concepts of constructive, self-directed, collaborative and contextual learning work or do not work and under what circumstances. Examples of studies are given to illustrate this issue.
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              Curiosity and the pleasures of learning: Wanting and liking new information

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                Author and article information

                Journal
                Int J Med Educ
                Int J Med Educ
                IJME
                International Journal of Medical Education
                IJME
                2042-6372
                12 June 2016
                2016
                : 7
                : 181-187
                Affiliations
                [1 ]Department of Psychiatry, Health Sciences Center, Kuwait University, Kuwait
                [2 ]Assessment Office, Health Sciences Center, Kuwait University, Kuwait
                [3 ]Department of Surgery, Health Sciences Center, Kuwait University, Kuwait
                Author notes
                Correspondence: Muhammad A. Zahid, Department of Psychiatry, Health Sciences Center, Kuwait University, Kuwait. Email: zahid@ 123456hsc.edu.kw
                Article
                7-181187
                10.5116/ijme.5749.80f5
                4912697
                27289331
                d90c5ea3-cf2c-4f87-97d3-65e48d0bbfc0
                Copyright: © 2016 Muhammad A. Zahid et al.

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0/

                History
                : 28 May 2016
                : 22 November 2015
                Categories
                Original Research
                Problem Based Learning

                problem-based learning,curriculum reforms,psychiatry,kuwait,k2 type mcqs,curriculum development,medical students,evaluation

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