Problem based learning in a junior doctor teaching programme.
BACKGROUND
Problem based learning (PBL) is used increasingly in undergraduate medical education, but there are few postgraduate medical studies.


OBJECTIVE
To compare SHO learning outcomes for a PBL course with a traditional didactic course.


METHODS
As part of their protected teaching programme, 14 senior house officers (SHOs) were taught about paediatric dermatology using a traditional didactic course. Six months later, the new SHOs received a PBL course including small group teaching and a study guide. Both the traditional and the PBL group were assessed using multiple choice questions (MCQs), an objective structured clinical examination (OSCE), and pre- and post-course self-assessment sheets. SHOs completed course evaluation sheets.


RESULTS
There was no significant difference in learning outcome between the traditional and PBL courses as assessed by the MCQs, OSCE, and self-assessment sheets. The PBL course was well appreciated by SHOs who liked variety in the teaching programme.


CONCLUSIONS
The PBL and traditional course had equivalent learning outcomes. PBL adds variety to junior doctor protected teaching programmes and can be a useful tool for doctors working shift patterns.
Goodyear
H M
HM
Birmingham Heartlands Hospital, Bordesley Green East, Birmingham B9 5SS, UK. Helen.Goodyear@heartsol.wmids.nhs.uk
D003479:Curriculum; D004503:Education, Medical, Graduate / Q000458:organization & administration*; D004522:Educational Status; D008505:Medical Staff, Hospital / Q000193:education*; D018794:Problem-Based Learning; D013663:Teaching / Q000379:methods*; D006113:United Kingdom
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