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PubMed · 15723917

Problem based learning in a junior doctor teaching programme.

H M Goodyear
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Abstract

BACKGROUND: Problem based learning (PBL) is used increasingly in undergraduate medical education, but there are few postgraduate medical studies. AIM: To compare SHO learning outcomes for a PBL course with a traditional didactic course. METHODS: As part of their protected teaching programme, 14 senior house officers (SHOs) were taught about paediatric dermatology using a traditional didactic course. Six months later, the new SHOs received a PBL course including small group teaching and a study guide. Both the traditional and the PBL group were assessed using multiple choice questions (MCQs), an objective structured clinical examination (OSCE), and pre- and post-course self-assessment sheets. SHOs completed course evaluation sheets. RESULTS: There was no significant difference in learning outcome between the traditional and PBL courses as assessed by the MCQs, OSCE, and self-assessment sheets. The PBL course was well appreciated by SHOs who liked variety in the teaching programme. CONCLUSIONS: The PBL and traditional course had equivalent learning outcomes. PBL adds variety to junior doctor protected teaching programmes and can be a useful tool for doctors working shift patterns.

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CurriculumEducation, Medical, GraduateEducational StatusMedical Staff, HospitalProblem-Based LearningTeachingUnited KingdomJournal Article

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H M Goodyear. 2005. Problem based learning in a junior doctor teaching programme.. https://doi.org/10.1136/adc.2003.037630

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