Assessment of preclinical problem-based learning versus lecture-based learning.
Academic performance on a standardized oral comprehensive exam (OCE) was compared for students taught basic science in a problem-based learning (PBL) curriculum and a lecture-based learning (LBL) curriculum. The OCE was administered to the graduating classes of 1991-1994 (n approximately 20/class) six months after completion of their basic science courses. The OCE contained six components including: Organization and Thoroughness, Diagnosis, Primary Treatment Plan, Alternate Treatment Plan, Science and Medical Knowledge, and Dental Knowledge. Six to eight examiners graded each of the students by using a standardized scoring system and by subjective comments. The class of 1991 was taught by LBL, classes of 1993 and 1994 by PBL, and the class of 1992 by an incomplete PBL teaching method. Mean OCE scores were not significantly different between classes; however, the Science and Medical Knowledge component score was significantly better for the class of 1994 than for 1991 (p < 0.05). There was a non-significant 40 percent increase (p = 0.07) in honors and a 269 percent (p < 0.001) increase in cumulative positive examiner comments between 1991 and 1994.
Login
G R
GR
Harvard School of Dental Medicine, Boston, MA, USA. glogin@bidmc.harvard.edu
Ransil
B J
BJ
Meyer
M
M
Truong
N T
NT
Donoff
R B
RB
McArdle
P J
PJ
D001290:Attitude; D003142:Communication; D003479:Curriculum; D003945:Diagnosis, Oral; D004497:Education, Dental; D004501:Education, Medical; D004521:Educational Measurement / Q000379:methods; D006801:Humans; D010347:Patient Care Planning; D018794:Problem-Based Learning; D015397:Program Evaluation; D012189:Retrospective Studies; D012586:Science / Q000193:education*; D012649:Self Concept; D013663:Teaching / Q000379:methods*