Phelan S T, Jackson J R, Berner E S
University of Alabama, Birmingham.
Obstet Gynecol. 1993 Jul;82(1):159-61.
To evaluate the hypothesis that students trained in problem-based learning during basic sciences will have an advantage over traditionally trained students during clinical activities because of greater experience in patient care settings.
A retrospective study encompassing the academic years 1985-1990 compared students' clinical performance during an obstetrics and gynecology third-year clerkship based on the method of basic science education (problem-based 78, traditional 228).
No statistical difference could be demonstrated in student performance based on the basic science educational method and controlling for the timing of rotation.
Participation in a problem-based curriculum does not affect students' performance on standardized objective examinations within the clinical curriculum. Using current evaluation tools, there is no measurable difference in clinical evaluations between basic science education by traditional versus problem-based learning methods.
评估以下假设，即在基础科学阶段接受基于问题的学习训练的学生，由于在患者护理环境中有更多经验，在临床活动期间将比接受传统训练的学生具有优势。
一项涵盖1985 - 1990学年的回顾性研究，根据基础科学教育方法（基于问题的学习78人，传统方法228人）比较了学生在妇产科三年级实习期间的临床表现。
基于基础科学教育方法并控制轮转时间，学生表现无统计学差异。
参与基于问题的课程不会影响学生在临床课程标准化客观考试中的表现。使用当前的评估工具，传统学习方法与基于问题的学习方法在基础科学教育的临床评估中没有可测量的差异。
