PL EN


2010 | 6 | 3 | 120-122
Article title

Comparative analysis of the acquired clinical skills assessment of undergraduate medical students in a problem-based learning and traditional curricula

Content
Title variants
Languages of publication
EN
Abstracts
EN
The article describes the results from the comparative analysis of the acquired clinical skills’ assessment of undergraduate medical students in an innovative problem-based learning (PBL) and traditional curriculum. Attention is paid on the fact that even partially introduced in part of the early phases of the curriculum the PBL format of education has its impact on the future clinical functioning of the medical students. The PBL students performed better in comparison with their peers from the traditional track in regard to: the complete history taking as gathering data for the family history, available contacts with acute infectious diseases and known allergies to foods, drugs and other substances; and the use of more laboratory and other tests for building a diagnostic plan.
Year
Volume
6
Issue
3
Pages
120-122
Physical description
Contributors
  • Department of Physiology, Faculty of Medicine Medical University - Pleven, Bulgaria
  • Prague Development Center s.r.o., Bořivojova 1081 / 40, 130 00, Prague 3 - Žižkov, Czech Republic
References
  • Albanese, M., Mitchell, S.,1993. „Problem-based learning: a review of literature on its outcomes and implementation issues“, Acad Med., Vol.68, No1, pp.52-81
  • Barrows, H., 2000. Problem-based learning applied to medical education. Southern Illinois University School of Medicine, Springfield, Illinois
  • Barrows, H., Tamblyn, R., 1980. Problem-based learning: Аn approach to medical education. Springer Publishing Company, New York
  • Harden, R., Stamper, N., 1999. „What is a spiral curriculum?“, Med. Teacher, Vol.21, No2, pp.141-42
  • Mennin, S., Friedman, M., Skipper, B., Kalishman., S., Snyder, J., 1993. „Performances on the NBME I, II, and III by medical students in the problem-based learning and conventional tracks at the University of New Mexico“, Acad. Med., Vol.68, No8, pp.616-24
  • Radionova, Z., Narlieva, N., 2002. AMEE 2002 Approaches to Better Teaching, Programme and Abstracts, Lisbon, Portugal, 29.08 - 01.09.2002, p. 4.21.
  • Regan-Smith, M., Small, J., Obenshain, S., 1993. „Student learning through rote memorization in traditional compared to problem-based schools: is it different?“ Paper and abstract presented to the Research in Medical education conference, Annual meeting of the AAMC, Washington DC., November 5-11. 1993, p.45
  • Vernon, D., Blake, R., 1993. „Does problem-based learning work? A meta-analysis of evaluative research“, Acad. Med., Vol. 68, No 7, pp. 550-63
Document Type
Publication order reference
YADDA identifier
bwmeta1.element.cejsh-b0ee2154-4e28-4b8e-b454-25258aa7615a
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.