Problem-based compared with traditional methods at the Faculty of Medical Sciences, University of the West Indies: a model study.
The University of the West Indies (UWI) comprises three campuses located on three different islands. Two of the Campuses, Mona in Jamaica and St Augustine in Trinidad & Tobago offer full medical programmes, i.e. both basic sciences and clinical training. At Cave Hill, where basic sciences courses are not offered, students are drawn from the traditional school at Mona or the Problem Based Learning (PBL) school at St Augustine to follow a common clinical programme. After 24 months of clinical training consisting of a minimum of 12 clerkships these students take identical examinations in Medicine & Therapeutics, Surgery and Obstetrics & Gynaecology. In this paper the results of the final clinical examinations at Cave Hill for the five-year period 1995-99 have been analysed, comparing the performances of students drawn from Mona with those from St Augustine. We found that, except for a few isolated cases, there were no significant differences in the performance of the two groups of students. These results suggest that the delivery of a significant component of a basic sciences programme by a well-planned PBL system is unlikely to produce substandard students at the end of their clinical training.
Alleyne
Trevor
T
Faculty of Medical Sciences, University of West Indies, St Augustine, Trinidad & Tobago. trevnmar@tstt.net.tt
Shirley
A
A
Bennett
C
C
Addae
J
J
Walrond
E
E
West
S
S
Pinto Pereira
L
L
D002982:Clinical Clerkship; D015510:Clinical Medicine / Q000193:education; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods* / Q000458:organization & administration; D004521:Educational Measurement / Q000592:standards / Q000706:statistics & numerical data; D013502:General Surgery / Q000193:education; D006176:Gynecology / Q000193:education; D006801:Humans; D017145:Models, Educational; D009774:Obstetrics / Q000193:education; D018794:Problem-Based Learning; D014900:West Indies