Long-term Outcomes of the New Pathway Program at Harvard Medical School

Peters, Antoinette S.; Greenberger-Rosovsky, Rachel; Crowder, Charlotte; Block, Susan D.; Moore, Gordon T.

doi:10.1097/00001888-200005000-00018

Cited by 122 publications

(93 citation statements)

References 6 publications

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“…Table 2 classifies the study outcomes according to whether the competencies of graduates of problem-based learning curricula were better than (positive), the same as (no different) or worse than (negative) those of graduates in the control group (a more detailed version of Table 2 is in Appendix 3, available online at www.cmaj.ca/cgi/content/full/178/1/34/DC2). The outcomes of 6 studies 28,[31][32][33][34][35]37 could potentially be confounded by other reported changes in problem-based-learning curricula (see remarks column of Table 2 for details). These outcomes were excluded when we assessed the levels of evidence.…”

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confidence: 99%

The effects of problem-based learning during medical school on physician competency: a systematic review

Koh¹,

Khoo²,

Wong³

et al. 2008

Canadian Medical Association Journal

507

360

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3 34 4 P roblem-based learning curricula have been introduced in many medical schools around the world.1,2 However, their adoption was met with some concern, primarily because of the substantial manpower needed. For example, student contact hours are 3-4 times greater for educators in a problem-based learning curriculum than for educators in a traditional curriculum. As a consequence, the economic viability of problem-based learning becomes a major concern when class sizes exceed 100 students.3 Given the limited resources available, 4 evidence-based evaluation of the effects of problem-based learning during medical school on improving physician competency would certainly strengthen any justification for the adoption of such programs. 5-9Past reviews of problem-based learning focused only on its effects during medical school or postgraduate training.10-16 In addition, 4 of those reviews also studied student and educator preferences and indicated that medical students 11,14,15 and educators 16 generally prefer problem-based learning to traditional teaching methods. The reviews did not study the effects of problem-based learning during medical school on the competencies of practising physicians. Colliver emphasized this lack of evidence when he cautioned that student satisfaction cannot be extrapolated as a predictor of physician competency.17 To our knowledge, there has been only one systematic review, published in 1993, that indirectly reported the effects of problembased learning during medical school on physician competency after graduation. The study was based on a small sample of doctors in their early postgraduate years.16 Since then, many rigorous studies have evaluated the effects of problem-based learning during medical school up to 20 years after graduation. We performed a systematic review of controlled studies to determine whether problem-based learning during medical school leads to greater physician competencies after graduation. MethodsIn our study, we used Maudsley's definition of problem-based learning, which she defined as both a method and philosophy involving problem-first learning via work in small groups and independent study. The effects of problem-based learning during medical school on physician competency: a systematic review Background: Systematic reviews on the effects of problembased learning have been limited to knowledge competency either during medical school or postgraduate training. We conducted a systematic review of evidence of the effects that problem-based learning during medical school had on physician competencies after graduation.

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confidence: 99%

The effects of problem-based learning during medical school on physician competency: a systematic review

Koh¹,

Khoo²,

Wong³

et al. 2008

Canadian Medical Association Journal

507

360

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“…Peter et al 13 Avaliações dos graduados mais positivas em 3 dos 8 aspectos do domínio da medicina humanística, bem como em 2 dos 9 aspectos do domínio da aprendizagem social.…”

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Aprendizagem Baseada em Problemas na formação médica e o currículo tradicional de Medicina: uma revisão bibliográfica

Gomes

Brino

Aquilante

et al. 2009

Rev. bras. educ. med.

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Este artigo analisa estudos que comparam a utilização da Aprendizagem Baseada em Problemas (ABP) na formação médica com o desenvolvimento de currículo tradicional de Medicina. O desenho metodológico, caracterizado como uma revisão da literatura sobre o assunto, realizada a partir de uma abordagem qualitativa, apoia-se na busca de artigos em bases de dados e bibliotecas virtuais, publicados de 1998 a 2008, com os termos medicina, graduação, aprendizagem baseada em problemas e ensino tradicional. O material foi estudado a partir da técnica de análise de conteúdo temática. A discussão se desenvolve a partir dos resultados acerca do uso da ABP na graduação médica em comparação aos resultados de cursos de currículo tradicional. Conclui-se que o uso da ABP na graduação médica pode ser uma alternativa na implementação das diretrizes brasileiras para a formação médica. A B S T R A C TThis article examines studies that compare the use of problem-based learning (PBL) in medical training with the development of the traditional medical curriculum. The methodological design, a literature review of the subject with a qualitative approach, was based on an article search in databases and virtual libraries, with publications from 1998 to 2008, using the terms "medicine", "undergraduate education", "problem-based learning" and "traditional education". The material was studied using thematic content analysis. The discussion is based on results with use of PBL in undergraduate medical training, compared to the traditional medical curriculum. In conclusion, PBL in undergraduate medical education can be an alternative to traditional Brazilian curricular guidelines for medical training.

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“…They interpred that Problem-based learning during medical school has positive effects on physician competency after graduation, mainly in social and cognitive dimensions (20). According to Peters et al's (21) research, PBL curriculum alumni rated their preparation to practice medicine in a humane fashion more highly than did graduates of its conventional curriculum and expressed more confidence in their ability to manage patients with psychosocial problems (21). Graduates of the PBL curriculum showed higher self-ratings on communication skills in dealing with the social context of patients (7 …”

Section: Discussionmentioning

confidence: 99%

Empathy Scores of “Ankara University School of Medicine” Fifth Year Students in Two Different Curricula; a Preliminary Report

DÖKMECİ¹

2013

Ankara Üniversitesi Tıp Fakültesi Mecmuası

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Aim: In 2002 -2003 education term, Ankara University School of Medicine introduced an inte-grated, student-centered curriculum composed primarily of competency-based professional skills and problem-based courses. Prior to the introduction of the new curriculum, a discipline-based, traditional curriculum was used. Both curricula ran parallel until the last class of traditionally educated students graduated in 2007. The purpose of this study was to compare the empathy scores in medical students in their fifth year in relation to their curricula.Method: The research groups consisted of 194 fifth year students educated with a traditional curriculum and 127 fifth year students educated with the new curriculum. 'The Jefferson Scale of Physician Empathy' was used to measure the empathy scores of the students, which included 20 items with a 7-point Likert scale. t-test was used to compare the empathy scores by curricula.Results: The results showed that the empathy scores of the traditionally educated fifth year students were significantly different when compared with fifth year students who received the student centered curriculum.Conclusion: This study reports "preliminary data" of the probable effect of student-centered curriculum on empathy. The authors suggest that the new curriculum may improve the medical students' empathy skills. However careful interpretation is necessary for the results obtained due to the limitations of the present study.

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Long-term Outcomes of the New Pathway Program at Harvard Medical School

Abstract: Differences between NP and traditional students in the humanism domain first appeared during medical school and residency and remained significant well into practice, suggesting that humanistic medicine can be taught and learned.

Cited by 122 publications

References 6 publications

The effects of problem-based learning during medical school on physician competency: a systematic review

The effects of problem-based learning during medical school on physician competency: a systematic review

Aprendizagem Baseada em Problemas na formação médica e o currículo tradicional de Medicina: uma revisão bibliográfica

Empathy Scores of “Ankara University School of Medicine” Fifth Year Students in Two Different Curricula; a Preliminary Report

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