Self-reported Competency Ratings of Graduates of a Problem-based Medical Curriculum

University of Groningen, Groningen, Groningen, Netherlands
Academic Medicine (Impact Factor: 2.93). 06/2001; 76(5):466-8. DOI: 10.1097/00001888-200105000-00018
Source: PubMed


To study the self-reports of professional competencies by graduates of a problem-based medical curriculum.
All graduates from a medical school and a faculty of health sciences with a problem-based curriculum were sent a questionnaire asking them to compare their own performances in 19 domains with those of colleagues trained at schools with conventional curricula.
Overall, alumni of the medical school rated themselves as better than colleagues who were trained at schools with conventional curricula for cooperation skills, problem-solving skills, skills relevant to running meetings, and the ability to work independently. There was no difference for possession of general academic knowledge and writing reports or articles. The self-reported ratings of better competencies were maintained after correcting the data for self-overestimation.
The problem-based medical curriculum appears to contribute to the development of professional competencies. Further study is needed, however, to control for the effect of selection bias and respondents' emotional commitment to their alma mater.

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    • "Graduates have been asked to rate their own competences in areas defined as crucial by the medical school, by the researcher, or from a standard list of generic or specific skills such as those presented in Tomorrow's Doctors (8, 9). Many such studies have also aimed to compare traditional medical training versus problem-based learning (PBL) (10, 11). Few studies have investigated the quality of education based on criteria other than those defined by the medical school or by teaching staff. "
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    Medical Education Online 02/2010; 15. DOI:10.3402/meo.v15i0.4884 · 1.27 Impact Factor
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    • "As a result of this analysis the proportion of inaccurate or illogical responses in a survey about CME habits and information management of physicians was around ten percent. Although some researchers try to correct such inaccuracies [11] it has to be determined how accurate such methods are. "
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    BMC Health Services Research 09/2002; 2(1):15. DOI:10.1186/1472-6963-2-15 · 1.71 Impact Factor
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    • "These same authors acknowledge however that PBL produces high motivation and enjoyment for students and that richer and deeper learning occurs, aiding the retention of information. It is in the area of self-directed learning and competencies in cooperation that PBL is accredited with superior results (Colliver, 2000; Dyke, Jamrozik & Plant, 2001; Schmidt & Molen, 2001). "
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    ABSTRACT: Flinders University introduced the Problem Based Learning (PBL) as a new pedagogy for middle and secondary Bachelor of Education students in 2003, within a compulsory topic covering child development, learning and teaching. This paper outlines the nature of the course and students' learning, the processes used in PBL and the links made between university experience and school-based learning during field experience. Practitioners from secondary schools were original case writers of the 'problems' that addressed adolescent development and teachers' and learners' issues in the secondary school context. These 'problems' served as a core teaching resource for the middle and secondary student-teachers. Rather than the traditional university didactic teaching methods, the PBL method entailed student-directed learning, with an expectation of team work, individual research for the information needed for the topic and higher order thinking skills. This paper reports on middle and secondary schooling student -teachers' reactions to PBL. In particular, measures of changes in students' perceptions of their tutorial performance skills were analysed. These covered a range of competencies including problem solving, learning skills, communication, knowledge building and personal and interpersonal development. Introduction This paper outlines the journey of the introduction of Problem Based Learning (PBL) within a core topic, for middle and secondary Bachelor of Education students and reports on the findings of these students' perceptions of their tutorial performance skills. While part of a larger study comprising of a team of researchers funded by the Teaching and Learning Innovations Grant at Flinders University, my focus for this part of the study on which I report in this paper, is determining whether PBL was a suitable pedagogy for this cohort of students.
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