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

• Authors: Zdravka Radionova , Petkana Hristova
• 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.

Keywords

EN

problem-based learning; clinical skills; assessment; undergraduate medical students; comparative analysis

Discipline

• ECONOMICS: ECONOMICS

• Publisher: Prague Development Center, Czech Republic
• Journal: Perspectives of Innovations, Economics and Business
• Year: 2010
• Volume: 6
• Issue: 3
• Pages: 120-122

Contributors

author

Zdravka Radionova

• Department of Physiology, Faculty of Medicine Medical University - Pleven, Bulgaria

author

Petkana Hristova

• Prague Development Center s.r.o., Bořivojova 1081 / 40, 130 00, Prague 3 - Žižkov, Czech Republic

References

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• 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
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Identifiers

DOI

http://dx.doi.org/10.15208/pieb.2010.96