三年级内科实习中学生表现的评分：基于问题的课程与基于讲座的课程的比较。
Ratings of students' performances in a third-year internal medicine clerkship: a comparison between problem-based and lecture-based curricula.
作者信息
Richards B F, Ober K P, Cariaga-Lo L, Camp M G, Philp J, McFarlane M, Rupp R, Zaccaro D J
机构信息
Office of Educational Research and Services (OERS), Bowman Gray School of Medicine of Wake Forest University (BGSMWFU), Winston-Salem, North Carolina 27157-1049, USA.
出版信息
Acad Med. 1996 Feb;71(2):187-9. doi: 10.1097/00001888-199602000-00028.
PURPOSE
To compare clinical performances in a third-year medicine clerkship between studies from a problem-based learning (PBL) curriculum and students from a traditional, lecture-based learning (LBL) curriculum.
METHOD
The study participants were 88 PBL students and 364 LBL students rotating through a common third-year internal medicine clerkship at the Bowman Gray School of Medicine at Wake Forest University, classes of 1991-1995. Faculty and housestaff assessed the students' performances using four clinical rating scales. The student also completed the medicine student ("shelf") test of the National Board of Medical Examiners (NBME).
RESULTS
On average, the PBL students received significantly higher ratings from housestaff and faculty on all four rating scales. No difference in scores on the NBME medicine shelf test was observed.
CONCLUSION
The results support the hypothesis that preclinical PBL curricula as found at the Bowman Gray School of Medicine may enhance third-year students' clinical performances.
目的
比较基于问题的学习（PBL）课程的学生与传统的基于讲座的学习（LBL）课程的学生在医学三年级见习中的临床表现。
方法
研究参与者为1991 - 1995届在维克森林大学鲍曼格雷医学院共同进行三年级内科见习的88名PBL学生和364名LBL学生。教员和住院医师使用四种临床评分量表评估学生的表现。学生还完成了美国国家医学考试委员会（NBME）的医学生（“结业”）考试。
结果
平均而言，PBL学生在所有四种评分量表上从住院医师和教员那里获得的评分显著更高。在NBME医学结业考试的分数上未观察到差异。
结论
结果支持这样的假设，即鲍曼格雷医学院的临床前PBL课程可能会提高三年级学生的临床成绩。
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