Early effects of a new problem-based clinically oriented curriculum on students? perceptions of teaching

Bligh, John, Lloyd-Jones, G. and Smith, G. 2000. Early effects of a new problem-based clinically oriented curriculum on students? perceptions of teaching. Medical Education 34 (6) , pp. 487-489. 10.1046/j.1365-2923.2000.00447.x

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Abstract

Objectives To compare the course experiences of med- ical students in a new problem-based (PBL) under- graduate medical course with those of their peers in a conventional curriculum. Design Whole class questionnaire survey using a pre- validated research instrument. Setting University of Liverpool, UK. Subjects First and second year medical students Results New curriculum students were more satisÆed with their course when compared to their conventional course peers. Problem solving, team working and motivation scores were signiÆcantly higher amongst new course (PBL) students. New course students were more anxious about clarity of objectives and standard of work required. Conclusions Early evidence suggests that curriculum reform from conventional teaching to a small group problem analysis programme results in improvement in student satisfaction with teaching and the development of appropriate learning skills.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Medicine
Subjects:	L Education > L Education (General) R Medicine > R Medicine (General)
Publisher:	Wiley-Blackwell
ISSN:	0308-0110
Last Modified:	30 Jun 2017 03:25
URI:	https://orca.cardiff.ac.uk/id/eprint/56840

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