Incorporating problem-based learning into an obstetrics/gynecology clerkship: impact on student satisfaction and grades*1

Abstract

<h2>Abstract</h2><h3>Objective</h3> The purpose of this study was to describe the effect of the problem-based learning method on student grade and on student and faculty satisfaction. <h3>Study design</h3> The problem-based learning method was instituted at 2 of 5 obstetrics/gynecology clerkship sites. Students and faculty were surveyed, with the use of a Likert scale, regarding aspects of satisfaction with the clerkship. Responses were compared according to problem-based learning usage. Student performance was also assessed according to problem-based learning usage, with a comparison of several grade components. Statistical analysis involved <i>t</i>-tests and Kendall's tau-C. <h3>Results</h3> For the year that was assessed, 54 of 156 students used the problem-based learning method. Mean student satisfaction responses were significantly higher for students who used the problem-based learning method. Faculty satisfaction was also significantly higher for the problem-based learning method, compared with other teaching methods. Mean scores on the National Board of Medical Examiners subject examination were higher for problem-based learning but did not reach statistical significance. Grade distribution was not significantly different for the groups. <h3>Conclusion</h3> The problem-based learning method was associated with improved student and faculty satisfaction and did not affect student grades negatively.