Supervisor and self-ratings of graduates from a medical school with a problem-based learning and standard curriculum track.

BACKGROUND: Medical schools recognize the importance of following up on graduates to evaluate performance during residency. Such performance is of particular interest for schools with problem-based learning (PBL) and conventional curriculum tracks. PURPOSES: Our purposes were to determine any differences in ratings of resident performance in 3 competency areas compared across two different curriculum tracks, 1st and 3rd postgraduate years, and self versus supervisor. METHODS: Performance ratings by residents and their supervisors for the 9 years during which 2 curriculum tracks were operative were analyzed using t tests. Effect sizes for statistically significant results were calculated. RESULTS: Several comparisons found differences, although effect sizes were almost uniformly small. The exception was the rating of self-directed learning habits, in which graduates from the problem-based track rated themselves higher than graduates from the standard curriculum (both Years 1 and 3) and higher than their supervisors in Year 3. CONCLUSIONS: Ratings by supervisors for both groups and both rating times are above average in the rating scale. Supervisors differentiated between the curricula tracks in postgraduate year 3 (PGY-3), rating Standard Curriculum graduates higher than PBL graduates in 5 of 6 noncognitive items and in two of three general ratings. Supervisor ratings increased between PGY-1 and PGY-3 for Standard Curriculum graduates in 9 of the competencies, whereas there were no changes for PBL graduates. In conclusion, performance differences and effect sizes are minimal, and it is possible to conclude that graduates from the 2 curricular tracks achieve at similar levels during their residency programs.

Problem-based learning outcomes: the glass half-full.

PURPOSE: To compare the characteristics and outcome data of students from a single institution with a two-track, problem based learning (PBL) and standard (STND) curriculum. METHOD: PBL and STND students from nine graduating classes at Southern Illinois University School of Medicine were compared using common medical school performance outcomes (USMLE Step 1, USMLE Step 2, clerkship mean ratings, number of clerkship honors and remediation designations, and the senior clinical competency exam), as well as common admission and demographic variables. RESULTS: PBL students were older, and the cohort had a higher proportion of women. The two tracks had similar USMLE Step 1 and 2 mean scores and pass rates. Performance differences were significant for PBL students in two clerkships as well as in the clerkship subcategories of clinical performance, knowledge and clinical reasoning, and noncognitive behaviors. In addition, the proportion of PBL students earning honors was greater. CONCLUSIONS: The traditional undergraduate educational outcomes for the PBL and STND students are very positive. In several of the clerkship performance measures, the PBL students performed significantly better, and in no circumstance did they perform worse than the STND students.