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Peer reviewedLancaster, Carol; Bradley, Elizabeth; Smith, Imogene K.; Chessman, Alexander; Stroup-Benham, Christine A.; Camp, M. Gwendie – Academic Medicine, 1997
A study investigated the curriculum's influence on 341 medical students' perceptions of learning environment, as measured by the Medical School Learning Environment Survey, in two public medical schools with similar problem-based learning (PBL) and conventional lecture-based learning (LBL) tracks, over three years. Results indicate PBL students'…
Descriptors: Comparative Analysis, Educational Environment, Higher Education, Lecture Method
Peer reviewedPatel, Vimla L.; And Others – Academic Medicine, 1991
A study investigated reasoning processes of medical students in schools with different curricular formats, a conventional curriculum with basic science taught before clinical training and a problem-based curriculum with basic science taught in the context of clinical problems. Strengths and weaknesses of each curriculum type emerged. (Author/MSE)
Descriptors: Comparative Analysis, Curriculum Design, Higher Education, Instructional Effectiveness
Peer reviewedKaufman, David M.; Mann, Karen V. – Academic Medicine, 1996
A survey of 2 medical school classes at Dalhousie University (Canada) compared student attitudes toward the conventional (n=57 students) and problem-based (n=73) curricula. Students in the problem-based group had more positive attitudes toward the learning environment and curriculum, but were less positive on a student-interaction scale. No…
Descriptors: Comparative Analysis, Curriculum Design, Higher Education, Instructional Effectiveness
Peer reviewedMennin, Stewart P.; And Others – Academic Medicine, 1993
Performance by University of New Mexico students on the National Board of Medical Examiners exam was compared for two curriculum tracks, conventional (n=508) and problem-centered (n=167). Results suggest that the more teacher-centered and structured curriculum prepared students better for Part I of the exam, and the student-centered, problem-based…
Descriptors: Academic Achievement, Comparative Analysis, Educational Strategies, Higher Education
Peer reviewedKaufman, Arthur; And Others – Academic Medicine, 1989
The University of New Mexico established an innovative learner-centered, problem-based, community-oriented medical education program that runs parallel to the traditional program. The programs both fostered acceptance of the experiment and permitted comparison of results. The innovation resulted in higher achievement and reinforced interest in…
Descriptors: Academic Achievement, Change Strategies, Comparative Analysis, Educational Change
Peer reviewedSchmidt, Henk G.; And Others – Academic Medicine, 1996
A Dutch study compared the clinical diagnostic skills of 612 medical students educated at schools with problem-based, integrated, or conventional curricula. Students responded to 30 case histories epidemiologically representative of Dutch society and all organ systems. Students trained within problem-based and integrated curricula made more…
Descriptors: Clinical Diagnosis, Comparative Analysis, Curriculum Design, Foreign Countries
Peer reviewedLieberman, Steven A.; Stroup-Benham, Christine A.; Peel, Jennifer L.; Camp, Martha G. – Academic Medicine, 1997
A study investigated medical students' expectations of the medical school environment and opinions of their academic experience in three areas (teaching/administration, psychological aspects of student life, intellectual climate) near the end of their first year in two parallel curricula: a problem-based learning program and a traditional…
Descriptors: Comparative Analysis, Curriculum Design, Educational Environment, Educational Strategies
Peer reviewedMennin, Stewart P.; And Others – Academic Medicine, 1996
A survey of graduates (n=87) of the University of New Mexico's conventional medical program and its parallel problem-based curriculum (n=33) found graduates of the latter much more likely to work in medically underserved areas and publicly funded health care settings, care for nonpaying patients, and identify patient problems and curiosity as…
Descriptors: Comparative Analysis, Curriculum Design, Graduate Surveys, Higher Education
Peer reviewedRichards, Boyd F.; And Others – Academic Medicine, 1996
A study compared the performances of Wake Forest University (North Carolina) medical students rotating through an internal medicine program, 88 in a problem-based curriculum and 364 in a lecture-based curriculum. Students in the problem-based curriculum received significantly higher ratings from house staff and faculty on four clinical rating…
Descriptors: Academic Achievement, Clinical Experience, Comparative Analysis, Curriculum Design
Peer reviewedAlbanese, Mark A. – Academic Medicine, 1993
Issues in problem-based learning in medical education, revealed in a literature review, are discussed including basic and clinical science examination performance; thinking processes and study behaviors promoted; learning environment; student progress and satisfaction; graduate perceptions; choice of residency and specialty; faculty satisfaction;…
Descriptors: Academic Achievement, Academic Persistence, Career Choice, Cognitive Processes
