Early effects of a new problem-based clinically oriented curriculum on students' perceptions of teaching

• Published in: Medical education Vol. 34; no. 6; pp. 487 - 489
• Main Authors: Bligh, J, Lloyd-Jones, G, Smith, G
• Format: Journal Article
• Language: English
• Published: Oxford UK Blackwell Publishing Ltd 01.06.2000; Blackwell; Wiley Subscription Services, Inc
• Subjects: Austria; counselling; Curriculum; Curriculum subjects: programmes and methods; education; Education, Medical, Undergraduate; Educational sciences; England; Germany; Humans; medical; Medical and paramedical education; mentors; Problem-Based Learning - standards; Students, Medical - psychology; Surveys and Questionnaires; Switzerland; Teaching; Teaching methods; undergraduate; Great Britain; England; Higher Education; Motivation; Problem Solving; Reform; Group Work; Curriculum Development; Undergraduate
• ISSN: 0308-0110; 1365-2923
• DOI: 10.1046/j.1365-2923.2000.00447.x

Objectives To compare the course experiences of medical students in a new problem‐based (PBL) undergraduate medical course with those of their peers in a conventional curriculum. Design Whole class questionnaire survey using a pre‐validated research instrument. Setting University of Liverpool, UK. Subjects First and second year medical students Results New curriculum students were more satisfied with their course when compared to their conventional course peers. Problem solving, team working and motivation scores were significantly higher amongst new course (PBL) students. New course students were more anxious about clarity of objectives and standard of work required. Conclusions Early evidence suggests that curriculum reform from conventional teaching to a small group problem analysis programme results in improvement in student satisfaction with teaching and the development of appropriate learning skills.