A Comparison of Student Knowledge Acquisition by Organ System and Skills in Parallel Problem-Based and Lecture-Based Curricula

Abstract

A 5-year longitudinal study was conducted of students' acquisition of knowledge by organ system and skill development between two curricular tracks: problem-based learning (PBL) and lecture-based learning (LBL). Analysis of these data is reported. A comprehensive examination was administered to all students enrolled in the LBL and PBL curricular tracks on five occasions: 0, 4, 8, 12, and 24 months. The organ-system and skills subtest scores from these comprehensive examinations and the Physician Assistant National Certifying Exam were compared. Organ-system subtests: Of the 12 organ-system subtests measured, there was a statistically significant difference between the LBL and PBL curricula in the mean test scores for one subtest (psychiatric). In addition, there were significant differences in all organ-system subtests by time, and finally there was a curriculum by time interaction in 10 of 12 subtests. Skills subtests: There were statistically significant differences in the mean test scores for one of seven subtests (applying scientific concepts), as well as significant differences in all skills subtests by time and a curriculum by time interaction in six of seven subtests. Statistical differences observed could mostly be explained by differences in knowledge on program entry or in time of exposure to curricular content. The importance of clinical training was evidenced in some organ systems, particularly reproductive and psychiatric. More uniform learning appears to occur in skills education, and there is evidence that the PBL model provides a sound grounding in the application of basic science.