To what degree do problem-based learning issues change with clinical experience?

Full Abstract

BACKGROUND:
Problem-based learning has been advocated for preclinical and clinical instruction because the learning issues are adaptable to students with varying previous knowledge and ranges of experience.

PURPOSE:
The aim of this study was to evaluate whether the distribution in the types of learning issues generated to standardized problem-based learning cases changes with increasing clinical experience during the 3rd year of medical school.

METHODS:
Learning issues collected for students performing their 3rd year family medicine clerkship were categorized into broad areas by three reviewers with agreement achieved through consensus and compared over time.

RESULTS:
The distribution of learning issues remained relatively constant over the academic year with the exception of topics in the basic sciences and medical decision making. Basic science issues were more slightly common earlier in the 3rd year and decreased over time whereas the opposite trend was observed for medical decision-making questions.

CONCLUSION:
This study suggests that students do generate different types of learning issues with more clinical experience. Students may show a very slight shift in interest from basic science concerns to higher-order medical decision-making issues over time, but the shift in this interest is very small.

Learn Faster Today Improve your study skills

Author information

Author/s: Hueston, William J (WJ); Mallin, Robert (R); Kern, Donna (D);

Affiliation: Department of Family Medicine, Medical University of South Carolina, 295 Calhoun Street, PO Box 260192, Charleston, SC 29425, USA. huestowj(-atsign-)musc.edu

Journal and publication information

Publication Type: Journal Article

Journal: Teaching and learning in medicine (Teach Learn Med), published in United States. (Language: eng)

Reference: 2002-; vol 14 (issue 4) : pp 218-22

Dates: Created 2002/10/24; Completed 2003/01/31; Revised 2004/11/17;

PMID: 12395482, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

External Links for this article (including full text providers, if available):

Click Electronic Full-text Provider Links to see options for finding the electronic full text links to this article. Note there may be a subscription or fee required for access to the full text. See our FAQ for information on finding FREE full text articles.

This article may also be located in paper journal collections available in many libraries. Use the Journal and Publication Information above to find the full article.

MeSH headings (categories)

This article was linked to the MESH Headings shown below.

This article has not been indexed for related articles as yet, however you can still use the live related article search links below.

See 100+ related articles.