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Problem based learning and the case method--medical students change preferences during clerkship.

Stjernquist, Martin LU and Crang Svalenius, Elizabeth LU (2007) In Medical Teacher 29(8). p.814-820
Abstract
BACKGROUND: The Case Method (Case) and Problem Based Learning (PBL) are two student active methods, increasingly used in medical education. AIM: The aim of this study was to compare medical student satisfaction with the two different active methods of learning and to see if there was any variation in preference between two stages in medical training. METHODS: A short questionnaire was given out to 254 students during the eighth and eleventh term of medical training. Answers were obtained from 221 students. The results were computer analysed. RESULTS: Students in the eighth term rated both methods high, while students in the eleventh term rated Case even higher while PBL decreased in popularity. Traditional lectures were given constant... (More)
BACKGROUND: The Case Method (Case) and Problem Based Learning (PBL) are two student active methods, increasingly used in medical education. AIM: The aim of this study was to compare medical student satisfaction with the two different active methods of learning and to see if there was any variation in preference between two stages in medical training. METHODS: A short questionnaire was given out to 254 students during the eighth and eleventh term of medical training. Answers were obtained from 221 students. The results were computer analysed. RESULTS: Students in the eighth term rated both methods high, while students in the eleventh term rated Case even higher while PBL decreased in popularity. Traditional lectures were given constant neutral rating. Case was rated better for problem solving. CONCLUSIONS: It seems that Case is more suitable than PBL for the later stages of medical training when clinical problem-solving skills need to be honed. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
SoTL
categories
Higher Education
in
Medical Teacher
volume
29
issue
8
pages
814 - 820
publisher
Taylor & Francis
external identifiers
  • pmid:18236277
  • wos:000253299900018
  • scopus:45549090231
ISSN
0142-159X
DOI
10.1080/01421590701601592
language
English
LU publication?
yes
id
26b7cd7f-ba17-43e6-a152-0b397831e986 (old id 1042420)
alternative location
http://www.ncbi.nlm.nih.gov/pubmed/18236277?dopt=Abstract
date added to LUP
2008-03-06 15:50:50
date last changed
2017-08-06 03:45:45
@article{26b7cd7f-ba17-43e6-a152-0b397831e986,
  abstract     = {BACKGROUND: The Case Method (Case) and Problem Based Learning (PBL) are two student active methods, increasingly used in medical education. AIM: The aim of this study was to compare medical student satisfaction with the two different active methods of learning and to see if there was any variation in preference between two stages in medical training. METHODS: A short questionnaire was given out to 254 students during the eighth and eleventh term of medical training. Answers were obtained from 221 students. The results were computer analysed. RESULTS: Students in the eighth term rated both methods high, while students in the eleventh term rated Case even higher while PBL decreased in popularity. Traditional lectures were given constant neutral rating. Case was rated better for problem solving. CONCLUSIONS: It seems that Case is more suitable than PBL for the later stages of medical training when clinical problem-solving skills need to be honed.},
  author       = {Stjernquist, Martin and Crang Svalenius, Elizabeth},
  issn         = {0142-159X},
  keyword      = {SoTL},
  language     = {eng},
  number       = {8},
  pages        = {814--820},
  publisher    = {Taylor & Francis},
  series       = {Medical Teacher},
  title        = {Problem based learning and the case method--medical students change preferences during clerkship.},
  url          = {http://dx.doi.org/10.1080/01421590701601592},
  volume       = {29},
  year         = {2007},
}