Goodyear H M
Birmingham Heartlands Hospital, Bordesley Green East, Birmingham B9 5SS, UK.
Arch Dis Child. 2005 Mar;90(3):275-8. doi: 10.1136/adc.2003.037630.
Problem based learning (PBL) is used increasingly in undergraduate medical education, but there are few postgraduate medical studies.
To compare SHO learning outcomes for a PBL course with a traditional didactic course.
As part of their protected teaching programme, 14 senior house officers (SHOs) were taught about paediatric dermatology using a traditional didactic course. Six months later, the new SHOs received a PBL course including small group teaching and a study guide. Both the traditional and the PBL group were assessed using multiple choice questions (MCQs), an objective structured clinical examination (OSCE), and pre- and post-course self-assessment sheets. SHOs completed course evaluation sheets.
There was no significant difference in learning outcome between the traditional and PBL courses as assessed by the MCQs, OSCE, and self-assessment sheets. The PBL course was well appreciated by SHOs who liked variety in the teaching programme.
The PBL and traditional course had equivalent learning outcomes. PBL adds variety to junior doctor protected teaching programmes and can be a useful tool for doctors working shift patterns.
基于问题的学习（PBL）在本科医学教育中的应用越来越广泛，但在研究生医学教育中的研究较少。
比较PBL课程与传统讲授式课程的住院医师培训学习成果。
作为其受保护教学计划的一部分，14名高级住院医师（SHOs）通过传统讲授式课程学习儿科皮肤病学。六个月后，新的SHOs接受了包括小组教学和学习指南的PBL课程。传统组和PBL组均通过多项选择题（MCQs）、客观结构化临床考试（OSCE）以及课程前后的自我评估表进行评估。SHOs完成课程评估表。
通过MCQs、OSCE和自我评估表评估，传统课程和PBL课程的学习成果没有显著差异。喜欢教学计划多样化的SHOs对PBL课程评价很高。
PBL课程和传统课程具有同等的学习成果。PBL为初级医生的受保护教学计划增添了多样性，对于轮班工作的医生来说可能是一个有用的工具。
