Improved performance and student satisfaction after implementation of a problem-based preclinical obstetrics and gynecology curriculum.
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.
Casey
Petra M
PM
Department of Obstetrics and Gynecology, Mayo Clinic College of Medicine, Rochester, MN, USA. casey.petra@mayo.edu
Magrane
Diane
D
Lesnick
Timothy G
TG
D003479:Curriculum; D006176:Gynecology / Q000193:education*; D009774:Obstetrics / Q000193:education*; D010549:Personal Satisfaction; D018794:Problem-Based Learning; D011446:Prospective Studies; D013337:Students, Medical