Institute for Teaching and Educational Research in Health Sciences, Private University Witten/Herdecke, Witten, Germany.
BMC Med Educ. 2010 Jan 14;10:1. doi: 10.1186/1472-6920-10-1.
Problem-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.
Graduates 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.
Three 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" (Delta + 0.88), "Independent learning/working" (Delta + 0.57), "Psycho-social competence" (Delta + 0.56), "Teamwork" (Delta + 0.39) and "Problem-solving skills" (Delta + 0.36), whereas "Research competence" (Delta--1.23) and "Business competence" (Delta--1.44) in the PBL-based curriculum needed improvement.
Among 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.
基于问题的学习（PBL）已被提议作为获取知识的关键教育方法，以改善医学教育。我们试图评估基于 PBL 的课程和传统课程在医学院教育方面的差异，以及这些课程在多大程度上符合工作要求。
本研究纳入了 1996 年至 2002 年期间毕业于所有德国医学院的毕业生。毕业生根据日常工作需要和医学院所教授的内容，在 6 点李克特量表上自我评估了九项能力。将基于 PBL 课程（伍滕/黑德克大学）和传统课程的毕业生的结果进行比较。
由于回复率低，三所学校被排除在外。基于 PBL 课程（n=101，女性占 49%）和传统课程（n=4720，女性占 49%）毕业生的基线人口统计学特征相似。在工作要求方面，没有观察到重大差异，优先级为“自主学习/工作”和“实用医学技能”。与传统课程相比，所有能力都被认为在基于 PBL 的课程中教授得更好（所有 p<0.001），除了“医学知识”和“研究能力”。比较工作中所需的能力和医学院所教授的能力，PBL 与“跨学科思维”（Delta+0.88）、“自主学习/工作”（Delta+0.57）、“心理社会能力”（Delta+0.56）、“团队合作”（Delta+0.39）和“解决问题的能力”（Delta+0.36）相关，而基于 PBL 的课程中的“研究能力”（Delta-1.23）和“商业能力”（Delta-1.44）需要改进。
在德国的医学毕业生中，PBL 在对医生工作高度要求的能力方面表现出了优势。未来课程发展中需要更加关注研究和商业能力。
