Student Performances on Step 1 and Step 2 of the United States Medical Licensing Examination Following Implementation of a Problem-Based Learning Curriculum.

Blake, Robert L.; Hosokawa, Michael C.; Riley, Shari L.

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Peer reviewed

ERIC Number: EJ603571

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1040-2446

EISSN: N/A

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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.

Blake, Robert L.; Hosokawa, Michael C.; Riley, Shari L.

Academic Medicine, v75 n1 p66-70 Jan 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 students in the traditional curriculum on both steps of the USMLE. (DB)

Descriptors: Academic Achievement, Curriculum Development, Curriculum Evaluation, Educational Innovation, Higher Education, Knowledge Level, Licensing Examinations (Professions), Medical Education, Problem Based Learning

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: United States Medical Licensing Examination

Grant or Contract Numbers: N/A

Author Affiliations: N/A