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Student Performances on Step 1 and Step 2 of the United States Medical Licensing Examination Following Implementation of a Problem-Based Learning Curriculum.
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Blake, Robert L.; Hosokawa, Michael C.; Riley, Shari L. – Academic Medicine, 2000
Performances on Steps 1 and 2 of the United States Medical Licensing Examination (USMLE) were compared for classes that had completed a new problem-based learning curriculum and for previous, traditionally instructed classes at the University of Missouri Columbia School of Medicine. Students in the problem-based learning curriculum outperformed…
Descriptors: Academic Achievement, Curriculum Development, Curriculum Evaluation, Educational Innovation
Does Problem-Based Learning Work? A Meta-Analysis of Evaluative Research.
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Vernon, David T. A.; Blake, Robert L. – Academic Medicine, 1993
A study evaluated 35 research projects from 1970-92 comparing problem-based learning in medical and nursing education with more traditional methods of instruction. It was found that results generally supported the superiority of the problem-based learning approach for both affective outcomes and academic performance. (Author/MSE)
Descriptors: Academic Achievement, Affective Objectives, Classroom Techniques, College Outcomes Assessment