Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula

Abstract

BackgroundProblem-based Learning (PBL) has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements.MethodsGraduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke) and conventional curricula.ResultsThree schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female) and the conventional curricula (n = 4720, 49% female) were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p < 0.001), except for "Medical knowledge" and "Research competence". Comparing competencies required at work and taught in medical school, PBL was associated with benefits in "Interdisciplinary thinking" (Δ + 0.88), "Independent learning/working" (Δ + 0.57), "Psycho-social competence" (Δ + 0.56), "Teamwork" (Δ + 0.39) and "Problem-solving skills" (Δ + 0.36), whereas "Research competence" (Δ - 1.23) and "Business competence" (Δ - 1.44) in the PBL-based curriculum needed improvement.ConclusionAmong medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development.

A comparative study of the learning outcomes and students' satisfaction from problem-based learning and lecture-based learning in obstetrics and gynaecology

“…19 With regard to the attitude of students toward PBL, the present study indicated that students were highly motivated to learning in small groups. This finding is supported by the study findings of Schlett, et al, Maudsley, et al, and Tavakol, et al [20][21][22] Compare to LBL, PBL inflicts significant impact on how students find and use information. This is in consistent with the studies of Lorna Dodd et al 23 and Kuo-Inn Tsou, et al 24 Hwang in University of Illinois showed that PBL was more effective for improving students" knowledge and satisfactions than LBL, which is in conformity with the present study.…”

Epidemiology and Inequality in the Incidence and Mortality of Nasopharynx Cancer in Asia

“…In Indonesia, a relatively high incidence is reported—at least 5.7 among men and 1.9 among women per 100,000 people—compared with the global incidence average of 1.9 among men and 0.8 among women for every 100,000 individuals [45]. It should be noted, however, that the actual incidence of nasopharynx cancer in Indonesia is not known owing to incomplete registration [11].…”

“…In Indonesia, primary healthcare is generally handled by health centers named Puskesmas. Lack of knowledge among the general practitioners working in these centers regarding the various aspects of nasopharynx cancer, may lead to a delay in diagnosis [11]. Thus, only about 14% of patients who have metastasis at the initial diagnosis and 29% of patients without metastasis show response to therapy, about 70–95% response to therapy is good, so in general response to the therapy is poor.…”

“…In terms of heterogeneous epidemiological patterns, in addition to nonenvironmental risk factors such as sex, ethnicity, and family history [11], other factors—such as smoking [12], salted fish consumption, especially in childhood 12, 13, 14, 15, 16, 17, 18, nitrosamine in some food items traditionally used in southern China 19, 20, and use of traditional herbal medicines in the Asian population 12, 21, 22, 23, as well as nonfood risk factors such as occupational exposures to formaldehyde, wood dust, smoke, and chemicals 7, 12, 22, 24—may be involved in the pathogenesis of nasopharynx carcinoma [25]. Nasopharynx cancer, in comparison to other head and neck tumors, has different epidemiological, staging, and treatment characteristics.…”

Facilitating Facilitators: Enhancing PBL through a Structured Facilitator Development Program

“…PBL has been widely accepted by health care educators as a pedagogical/andragogical model to promote and develop essential skills needed by 21 st -century professionals (Schlett et al, 2010;Stewart, Brown, Clavier, & Wyatt, 2011;Tavakol & Reicherter, 2003). To corroborate this, the Association of American Colleges and Universities conducted a "National Survey of Business and Nonprofit Leaders" to determine which skills employers hold in highest regard when making hiring decisions (Hart Research Associates, 2013).…”