Department of Medical Education, Southern Illinois University School of Medicine, Springfield, Illinois 62794-9681, USA.
Teach Learn Med. 2009 Oct;21(4):291-8. doi: 10.1080/10401330903228364.
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.
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.
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.
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.
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.
医学院校认识到对毕业生进行跟踪评估以评估住院医师表现的重要性。对于采用基于问题的学习（PBL）和传统课程轨道的学校，这种表现尤其重要。
我们的目的是确定在 3 个能力领域中，在比较两种不同课程轨迹（第 1 年和第 3 年）和自我与主管之间的情况下，对住院医师表现的评分是否存在差异。
使用 t 检验分析了在运作的 9 年中，住院医师及其主管对 2 种课程轨迹的表现评分。对于具有统计学意义的结果，计算了效应大小。
尽管效应大小几乎普遍较小，但有几个比较发现了差异。除了自我指导学习习惯的评分外，PBL 课程的毕业生自我评分高于标准课程（第 1 年和第 3 年）的毕业生，以及第 3 年的主管。
两组和两个评分时间的主管评分在评分量表中均高于平均水平。主管在第 3 年（PGY-3）研究生课程之间区分了课程轨迹，在 6 个非认知项目中的 5 个和 3 个总体评分中的 2 个项目中，标准课程的毕业生评分高于 PBL 毕业生。对于标准课程的毕业生，主管评分在第 1 年和第 3 年之间在 9 个能力中增加，而对于 PBL 毕业生则没有变化。总之，绩效差异和效应大小微不足道，可以得出结论，两种课程轨迹的毕业生在住院医师计划中表现相似。
