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Validation of a Performance Assessment Instrument in Problem-Based Learning Tutorials Using Two Cohorts of Medical Students
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Lee, Ming; Wimmers, Paul F. – Advances in Health Sciences Education, 2016
Although problem-based learning (PBL) has been widely used in medical schools, few studies have attended to the assessment of PBL processes using validated instruments. This study examined reliability and validity for an instrument assessing PBL performance in four domains: Problem Solving, Use of Information, Group Process, and Professionalism.…
Descriptors: Problem Based Learning, Teaching Methods, Medical Education, Physicians
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
Curriculum Type and Sophomore Students' Preparation Time for the USMLE Step 1 Examination.
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Richards, Boyd F.; Cariaga-Lo, Liza – Evaluation and the Health Professions, 1994
Seventeen medical students in a problem-based learning (PBL) curriculum reported that on average they spent twice as much time preparing for step 1 of the U.S. Medical Licensing Examination as did 52 students in the traditional lecture-based curriculum at the same school. Different learning approaches were also employed. (SLD)
Descriptors: Comparative Analysis, Curriculum, Learning Processes, Lecture Method