Problem-based learning: effects on standard outcomes.

Srinivas M Susarla; Nancy Medina-Martinez; T Howard Howell; Nadeem Y Karimbux

Home/Archive/PubMed

PubMed · 14518838

Problem-based learning: effects on standard outcomes.

Srinivas M Susarla·Nancy Medina-Martinez·T Howard Howell·Nadeem Y Karimbux

View original source ↗Export metadata ↓

Abstract

Dental students at the Harvard School of Dental Medicine (HSDM) participate fully in the first two years of the curriculum with the Harvard Medical School (HMS) while also taking parallel dental classes. HSDM students were first exposed to problem-based learning (PBL) in 1987 when the "New Pathway" curriculum was introduced at HMS in the first two years of the medical school curriculum (the HSDM courses remained traditional lecture-based classes). In 1994, HSDM incorporated PBL into the first, second, and third (clinical year) year dental courses, and the curriculum shifted from a five-year curriculum to a four-year curriculum. The purpose of this study was to evaluate the effect of PBL and program length on measurable outcomes for dental education: NBDE Part I scores, attrition and graduation rates, and percentage of graduates entering postdoctoral training programs. This study was designed as a retrospective analysis of outcomes data from 1980 to 2002. Univariate linear regressions were computed for each measure against each outcome. Subsequent bivariate regression analyses revealed that the implementation of PBL has markedly affected NBDE Part I scores, graduation rates, attrition rates, entrance into postdoctoral plans, and percentage of graduates entering GPR/AEGD programs, while program length has had an effect on graduation rates, attrition rates, entrance into postdoctoral programs, and percentage of graduates entering GPR/AEGD programs. The findings of this report suggest that the implementation of PBL combined with a change in program length has been successful for all outcomes measured and that PBL alone has contributed to the rise in NBDE Part I scores among HSDM graduates.

Explore related subjects

Boston Curriculum Education, Dental Educational Measurement Female Humans Linear Models Male Models, Educational Problem-Based Learning Retrospective Studies Schools, Dental Time Factors Journal Article

Keep this discovery

Explore connections, maps & timelines

BibTeX RIS

Srinivas M Susarla, Nancy Medina-Martinez, T Howard Howell, Nadeem Y Karimbux. 2003. Problem-based learning: effects on standard outcomes.. https://pubmed.ncbi.nlm.nih.gov/14518838/

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2004

Recent changes in platinum group element concentrations and osmium isotopic composition in sediments from an urban lake.

Automobile catalyst emissions have resulted in the occurrence of elevated Pt, Pd, and Rh concentration in the urban and roadside environment. We investigate the chronology of platinum group elements (PGE) accumulation in dated sediments from an urban lake near Boston, MA. Chronological profiles demonstrate that Pt, Pd, and Rh concentrations increased following the introduction in catalysts with accumulation rates 6-16 times larger in 1992-2002 than prior to the introduction of catalysts. Ratios of these elements closely match their ratios in catalysts, providing further evidence of an automobile source. Iridium and Ru accumulation in sediments also increased following the introduction of catalysts, and while past Os contamination is associated with leather tanning, recent changes in the isotopic composition of Os indicate another anthropogenic source for this element. The PGE have similar geochemical properties and are difficult to separate from one another, and therefore, we suggest that automobile catalyst emissions also result in increasing environmental concentrations of Ir, Ru, and Os, which occur as impurities in catalysts. An automobile catalyst source of Ir and Os is supported by elevated concentrations of these elements in a tunnel dust sample.

Boston↗

PubMed2004

Massachusetts General Hospital/Harvard Medical School MD oral and maxillofacial surgery program: a 30-year review.

PURPOSE: The first resident enrolled in the Massachusetts General Hospital/Harvard MD Oral and Maxillofacial Surgery (MD/OMFS) program graduated from Harvard Medical School (HMS) in 1972. The purpose of this report is to provide a summary of the first 30 years of the program and to outline plans for its future. MATERIALS AND METHODS: This was a retrospective cohort study and the sample was composed of the residents enrolled in the MD/OMFS program between 1971 and 2000. Study variables included the dental school from which the resident graduated, successful completion of the MD/OMFS program, performance on parts I and II of the United States Medical Licensing Examination/National Board of Medical Examinations (USMLE/NBME), HMS grades, and career trajectories (full- or part-time academic or private practice). Appropriate descriptive and bivariate statistics were computed for all study variables. RESULTS: During the study interval, 56 residents entered the MD/OMFS program and graduated from HMS. All members of the cohort, regardless of the dental school from which they graduated, performed well as evidenced by USMLE/NBME scores and medical school grades. Ninety-four percent of eligible graduates have completed the American Board of Oral and Maxillofacial Surgery examination. The pass rate was 100%. Thirty-four graduates are involved in full- or part-time academic practice. Four trainees completed medical school but did not complete the OMFS program. CONCLUSION: The overwhelming majority of trainees completed the program, became board certified, and currently practice OMFS or a related specialty. A disproportionate number entered academic careers.

Boston↗

PubMed2004

Decision making and satisfaction with care in the pediatric intensive care unit: findings from a controlled clinical trial.

OBJECTIVE: To facilitate critical decision making and improve satisfaction with care among families of patients in a pediatric intensive care unit. DESIGN: Prospective observational study followed by a nonrandomized controlled trial of a clinical intervention to identify conflicts and facilitate communication between families and the clinical team. SETTING: The pediatric intensive care unit of a Boston teaching hospital. PATIENTS: A total of 127 patients receiving care in the pediatric intensive care unit in 1998-1999 and their families. INTERVENTIONS: Interviews were conducted with surrogates and decisionally capable older children concerning the adequacy of information provided, understanding, communication, and perceived decisional conflicts. Findings were relayed to the clinical team, who then developed tailored follow-up recommendations. MEASUREMENTS AND MAIN RESULTS: A survey administered to surrogates at baseline and day 7 or intensive care unit discharge measured satisfaction with care. Information on patient acuity and hospital stay were extracted from medical records and hospital databases. Wilcoxon rank-sum tests and incidence rate comparisons were used to assess the impact of the intervention on satisfaction and sentinel decision making, respectively. Incidence rates of care plan decision making, including decisions to adopt a comfort-care-only plan and decisions to forego resuscitation, were lower among families who received the intervention. The intervention did not significantly affect satisfaction with care. CONCLUSIONS: Prospectively screening for and intervening to mitigate potential conflict did not increase decision making or parental satisfaction with the care provided in this pediatric intensive care unit.

Boston↗