TY - JOUR
T1 - Improved performance and student satisfaction after implementation of a problem-based preclinical obstetrics and gynecology curriculum
AU - Casey, Petra M.
AU - Magrane, Diane
AU - Lesnick, Timothy G.
N1 - Funding Information:
Supported by a Faculty Development Grant from the Mayo Clinic College of Medicine.
PY - 2005/11
Y1 - 2005/11
N2 - 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. Study design: 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. Conclusion: Students' satisfaction and performance in a preclinical obstetrics and gynecology course improved significantly when problem-based learning methods were introduced.
AB - 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. Study design: 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. Conclusion: Students' satisfaction and performance in a preclinical obstetrics and gynecology course improved significantly when problem-based learning methods were introduced.
KW - Curriculum development
KW - Obstetrics and gynecology course
KW - Problem-based learning
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U2 - 10.1016/j.ajog.2005.07.061
DO - 10.1016/j.ajog.2005.07.061
M3 - Article
C2 - 16260252
AN - SCOPUS:27544441699
SN - 0002-9378
VL - 193
SP - 1874
EP - 1878
JO - American journal of obstetrics and gynecology
JF - American journal of obstetrics and gynecology
IS - 5
ER -