title: Improved performance and student satisfaction after implementation of a problem-based preclinical obstetrics and gynecology curriculum.
abstract: OBJECTIVE
  This study was undertaken to assess student performance and satisfaction as a preclinical obstetrics and gynecology course changed from a didactic to a problem-based format.
  
  
  METHODS
  We prospectively compared examination scores and course evaluations given to 162 second-year medical students over 4 years: 2 years before and 2 years after the curricular change, to assess student performance and satisfaction with learning. We used analysis of variance for the analysis of student performance and likelihood-ratio test for analysis of student satisfaction.
  
  
  RESULTS
  Mean examination scores increased from 79.1% to 84% after implementation of the problem-based curriculum (P < .0001). The data showed statistically significant improvement in satisfaction with course content, learning objectives, learning resources, instructional methods, and course examinations.
  
  
  CONCLUSIONS
  Students' satisfaction and performance in a preclinical obstetrics and gynecology course improved significantly when problem-based learning methods were introduced.
authors.affiliation: Department of Obstetrics and Gynecology, Mayo Clinic College of Medicine, Rochester, MN, USA. casey.petra@mayo.edu
authors.forename: Petra M
authors.initials: PM
authors.lastname: Casey
authors.forename: Diane
authors.initials: D
authors.lastname: Magrane
authors.forename: Timothy G
authors.initials: TG
authors.lastname: Lesnick
mesh_terms: D003479:Curriculum; D006176:Gynecology / Q000193:education*; D009774:Obstetrics / Q000193:education*; D010549:Personal Satisfaction; D018794:Problem-Based Learning; D011446:Prospective Studies; D013337:Students, Medical