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The relationship between problem-based learning and clinical performance evaluations
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문제바탕학습 평가 점수와 임상수행능력과의 관련성

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Type
Academic journal
Author
Journal
한국의학교육학회 Korean Journal of Medical Education Korean Journal of Medical Education 제27권 제3호 KCI Excellent Accredited Journal SCOPUS
Published
2015.1
Pages
195 - 200 (6page)

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The relationship between problem-based learning and clinical performance evaluations
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Purpose: To explore the relationship between problem-based learning (PBL) evaluations and clinical performance. Methods: The study included 117 third-year medical students at Chonnam National University Medical School. The students' first-, second-, and third-year PBL evaluations were compared with their clinical performance examination (CPX) scores in third year. The PBL evaluations were composed of three subscales: tutors' evaluation (students' professional behavior, contribution to group process, and contribution to group content), a report, and a written examination. The CPX assessed four performance categories: history taking, physical examination, information sharing, and patient-physician interaction. Results: No significant correlation was found between the first-year PBL evaluations and CPX scores; however, the second-year PBL evaluations were significantly correlated with history taking (r=0.186, p=0.044) and patient-physician interaction (r=0.213, p=0.021) of CPX. The third-year PBL evaluations were significantly correlated with physical examination (r=0.248, p=0.007), and patient-physician interaction (r=0.283, p=0.002) of CPX. Several significant correlations between the PBL evaluations subscales and CPX scores were revealed. The PBL tutors' evaluation (r=0.343, p=0.000) and report scores (r=0.210, p=0.023) were significantly correlated with patient-physician interaction of CPX. The contribution to group process of tutors' evaluation was significantly correlated with patient-physician interaction (r=0.186, p=0.045), and the contribution to group content of tutors' evaluation was significantly correlated with physical examination (r=0.187, p=0.044). Conclusion: We found a significant association between PBL evaluations and CPX scores.
#Problem-based learning #Clinical competence #Qualitative evaluation

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References (13)

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Barrows HS / 1980 / Problem-based learning: an approach to medical education / Springer google schola Koh GC / 2008 / The effects of problem-based learning during medical school on physician competency: a systematic review / CMAJ 178 : 34 ~ 41 google schola Mandin H / 1997 / Helping students learn to think like experts when solving clinical problems / Acad Med 72 : 173 ~ 179 google schola Neufeld VR / 1974 / The"McMaster Philosophy" : an approach to medical education / J Med Educ 49 : 1040 ~ 1050 google schola Neville AJ / 2009 / Problem-based learning and medical education forty years on : a review of its effects on knowledge and clinical performance / Med Princ Pract 18 : 1 ~ 9 google schola

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