A Randomized Trial of a Problem-based Learning Approach for Teaching Epidemiology

Paula Dyke · Konrad D Jamrozik · Aileen J. Plant

65 citations0/0 files storedAcademic Medicine

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

Abstract

PURPOSE: To conduct a controlled trial of traditional and problem-based learning (PBL) methods of teaching epidemiology. METHOD: All second-year medical students (n = 136) at The University of Western Australia Medical School were offered the chance to participate in a randomized controlled trial of teaching methods for an epidemiology course. Students who consented to participate (n = 80) were randomly assigned to either a PBL or a traditional course. Students who did not consent or did not return the consent form (n = 56) were assigned to the traditional course. Students in both streams took identical quizzes and exams. These scores, a collection of semi-quantitative feedback from all students, and a qualitative analysis of interviews with a convenience sample of six students from each stream were compared. RESULTS: There was no significant difference in performances on quizzes or exams between PBL and traditional students. Students using PBL reported a stronger grasp of epidemiologic principles, enjoyed working with a group, and, at the end of the course, were more enthusiastic about epidemiology and its professional relevance to them than were students in the traditional course. PBL students worked more steadily during the semester but spent only marginally more time on the epidemiology course overall. Interviews corroborated these findings. Non-consenting students were older (p < 0.02) and more likely to come from non-English-speaking backgrounds (p < 0.005). CONCLUSIONS: PBL provides an academically equivalent but personally far richer learning experience. The adoption of PBL approaches to medical education makes it important to study whether PBL presents particular challenges for students whose first language is not the language of instruction.

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1992The psychological basis of problem-based learning 1979Individual differences in study processes and the Quality of Learning Outcomes 1986Learning styles and approaches: implications for medical education 1989Essentials of problem‐based learning 1983Problem-Based, Self-directed Learning 1997Seven principles of effective case design for a problem-based curriculum 1991Effects of conventional and problem-based medical curricula on problem solving 1985Differences between conventional and problem‐based curricula in their students' approaches to studying

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2008Comparison of Student Performance after Lecture-Based and Case-Based/Problem-Based Teaching in a Large Group

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