title: Early effects of a new problem-based clinically oriented curriculum on students' perceptions of teaching.
abstract: OBJECTIVE
  To compare the course experiences of medical students in a new problem-based (PBL) undergraduate medical course with those of their peers in a conventional curriculum.
  
  
  METHODS
  Whole class questionnaire survey using a pre-validated research instrument.
  
  
  METHODS
  University of Liverpool, UK.
  
  
  METHODS
  First and second year medical students
  
  
  RESULTS
  New curriculum students were more satisfied with their course when compared to their conventional course peers. Problem solving, team working and motivation scores were significantly higher amongst new course (PBL) students. New course students were more anxious about clarity of objectives and standard of work required.
  
  
  CONCLUSIONS
  Early evidence suggests that curriculum reform from conventional teaching to a small group problem analysis programme results in improvement in student satisfaction with teaching and the development of appropriate learning skills.
authors.affiliation: Department of Health Care Education, 2nd Floor, Thornley Building, Brownlow street, University of Liverpool, Liverpool L69 3BX, UK.
authors.forename: J
authors.initials: J
authors.lastname: Bligh
authors.forename: G
authors.initials: G
authors.lastname: Lloyd-Jones
authors.forename: G
authors.initials: G
authors.lastname: Smith
mesh_terms: D003479:Curriculum; D004504:Education, Medical, Undergraduate; D004739:England; D006801:Humans; D018794:Problem-Based Learning / Q000592:standards*; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching