title: Effect of a community oriented problem based learning curriculum on quality of primary care delivered by graduates: historical cohort comparison study.
abstract: OBJECTIVE
  To assess whether the transition from a traditional curriculum to a community oriented problem based learning curriculum at Sherbrooke University is associated with the expected improvements in preventive care and continuity of care without a decline in diagnosis and management of disease.
  
  
  METHODS
  Historical cohort comparison study.
  
  
  METHODS
  Sherbrooke University and three traditional medical schools in Quebec, Canada.
  
  
  METHODS
  751 doctors from four graduation cohorts (1988-91); three before the transition to community based problem based learning (n = 600) and one after the transition (n = 151).
  
  
  METHODS
  Annual performance in preventive care (mammography screening rate), continuity of care, diagnosis (difference in prescribing rates for specific diseases and relief of symptoms), and management (prescribing rate for contraindicated drugs) assessed using provincial health databases for the first 4-7 years of practice.
  
  
  RESULTS
  After transition to a community oriented problem based learning curriculum, graduates of Sherbrooke University showed a statistically significant improvement in mammography screening rates (55 more women screened per 1000, 95% confidence interval 10.6 to 99.3) and continuity of care (3.3% more visits coordinated by the doctor, 0.9% to 5.8%) compared with graduates of a traditional medical curriculum. Indicators of diagnostic and management performance did not show the hypothesised decline. Sherbrooke graduates showed a significant fourfold increase in disease specific prescribing rates compared with prescribing for symptom relief after the transition.
  
  
  CONCLUSIONS
  Transition to a community oriented problem based learning curriculum was associated with significant improvements in preventive care and continuity of care and an improvement in indicators of diagnostic performance.
authors.affiliation: McGill University, Montreal, QC, Canada H3A 1A3. robyn.tamblyn@mcgill.ca
authors.forename: Robyn
authors.initials: R
authors.lastname: Tamblyn
authors.forename: Michal
authors.initials: M
authors.lastname: Abrahamowicz
authors.forename: Dale
authors.initials: D
authors.lastname: Dauphinee
authors.forename: Nadyne
authors.initials: N
authors.lastname: Girard
authors.forename: Gillian
authors.initials: G
authors.lastname: Bartlett
authors.forename: Paul
authors.initials: P
authors.lastname: Grand'Maison
authors.forename: Carlos
authors.initials: C
authors.lastname: Brailovsky
mesh_terms: D000368:Aged; D002983:Clinical Competence / Q000592:standards; D003154:Community Medicine / Q000193:education*; D003266:Continuity of Patient Care; D003479:Curriculum; D003695:Delivery of Health Care / Q000592:standards; D004503:Education, Medical, Graduate / Q000379:methods*; D005260:Female; D006801:Humans; D008327:Mammography / Q000706:statistics & numerical data; D010818:Practice Patterns, Physicians' / Q000592:standards; D011320:Primary Health Care / Q000592:standards*; D018794:Problem-Based Learning / Q000379:methods*; D011792:Quebec; D012017:Referral and Consultation / Q000706:statistics & numerical data