[Problem-based learning for surgery. Increased motivation with less teaching personnel?].
BACKGROUND
Traditional teacher-centred education strategies often do not meet the needs and student abilities of adult learning. The introduction of small learning groups requires considerable increases in staff. Problem-based learning could increase the motivation to acquire knowledge but without being as staff-intensive.


METHODS
Medical students (n=98) in their fourth clinical semester were randomly assigned to either a structured course (SC) or problem-based learning (PBL) for surgery. Their motivation and acceptance of the courses were recorded at the end of term in anonymous questionnaires using Likert scales, with scores ranging from 1 (very good) to 6 (unsatisfactory).


RESULTS
Both course structure and the teachers received much better ratings from the PBL students (P<0.01 each). The motivation of students to deal with surgical problems beyond the course material was significantly higher after PBL, with 1.8 (0.7), than after the structured course with 3.1 (1.2) (P<0.01). The overall rating was substantially worse for the structured course, with 3.1 (1.2) than for PBL at 1.4 (0.6) (P<0.01).


CONCLUSIONS
Problem-based learning in the surgical curriculum increases student acceptance and motivation with little demand on staff. It should be increasingly implemented.
Langelotz
C
C
Universitätsklinik für Allgemein-, Visceral-, Gefäss- und Thoraxchirurgie, Universitäre Medizin Berlin--Charité Campus Mitte, Berlin.
Junghans
T
T
Günther
N
N
Schwenk
W
W
D000328:Adult; D001291:Attitude of Health Personnel; D001604:Berlin; D002321:Career Choice; D003479:Curriculum / Q000639:trends; D005180:Faculty, Medical; D005260:Female; D013502:General Surgery / Q000193:education*; D006801:Humans; D008297:Male; D009042:Motivation; D018794:Problem-Based Learning / Q000379:methods*; D011446:Prospective Studies; D013038:Specialization; D013337:Students, Medical / Q000523:psychology; D011795:Surveys and Questionnaires