The effect of problem‐based learning on the academic performance of students studying podiatric medicine in Ontario

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Problem and Project Based Learning Innovations in Medical Education Biomedical and Engineering Education

Abstract

OBJECTIVES: To investigate the effect of problem-based learning (PBL) on student achievement. DESIGN: Two cohorts of students studying podiatric medicine in Ontario were compared - one having undertaken the traditional lecture-based curriculum, and the other the problem-based learning programme. SETTING: The Michener Institute for Applied Health Sciences and The Toronto Hospital. SUBJECTS: Chiropody students. RESULTS: The performance of the students on the written Provincial Registration Examinations of Ontario was analysed utilizing independent t-tests and demonstrated that the PBL cohort of students achieved significantly higher overall examination scores (P < 0.005) than the traditional cohort. Further analysis revealed that no significant difference existed between student cohorts with respect to factual biomedical knowledge (P > 0.5), but that the PBL students performed significantly better in tests of deeper understanding and the cognitive skills related to patient management (P < 0.0005). Additionally, intragroup analysis using Spearman's rank order correlation indicated that there was no rank ordered association between performance on the multiple-choice and essay sections of the examination. CONCLUSIONS: The above results suggest that the PBL cohort of students was more knowledgeable than, and possessed superior cognitively related patient management skills, to their traditional counterparts.

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1986A taxonomy of problem‐based learning methods 1980Problem-based learning : an approach to medical education 1993Does problem-based learning work? A meta-analysis of evaluative research 1983Problem‐based learning: rationale and description 1986The approaches to learning of students in a traditional and in an innovative problem‐based medical school 1983Problem-Based, Self-directed Learning 1987Comparing the effects of problem-based and conventional curricula in an international sample 1985Differences between conventional and problem‐based curricula in their students' approaches to studying

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