Long-term follow up of factual knowledge after a single, randomised problem-based learning course.

Stefan Herzig,Ulf Börner,Wolfram Antepohl,Bent Marxen,Ralph-Mario Linke

doi:10.1186/1472-6920-3-3

Stefan Herzig, Ulf Börner + Show 3 more

Open Access

https://doi.org/10.1186/1472-6920-3-3

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Abstract

BackgroundThe long-term effect of problem-based learning (PBL) on factual knowledge is poorly investigated. We took advantage of a previous randomised comparison between PBL and traditional teaching in a 3rd year course to follow up factual knowledge of the students during their 4th and 5th year of medical school training.Methods3rd year medical students were initially randomized to participate in a problem-based (PBL, n = 55), or a lecture-based (LBL, n = 57) course in basic pharmacology. Summative exam results were monitored 18 months later (after finishing a lecture-based course in clinical pharmacology). Additional results of an unscheduled, formative exam were obtained 27 months after completion of the first course.ResultsOf the initial sample of 112 students, 90 participated in the second course and exam (n = 45, 45). 32 (n = 17 PBL, n = 15 LBL) could be exposed to the third, formative exam. Mean scores (± SD) were 22.4 ± 6.0, 27.4 ± 4.9 and 20.1 ± 5.0 (PBL), or 22.2 ± 6.0, 28.4 ± 5.1 and 19.0 ± 4.7 (LBL) in the first, second and third test, respectively (maximum score: 40). No significant differences were found between the two groups.ConclusionA small-scale exposure to PBL, applied under randomized conditions but in the context of a traditional curriculum, does not sizeably change long-term presence of factual knowledge within the same discipline.

Highlights

The long-term effect of problem-based learning (PBL) on factual knowledge is poorly investigated
We decided to follow up the factual knowledge of undergraduate medical students who had been randomly exposed to a small problem-based learning experience within the context of a traditional, largely lecturebased curriculum
In 1997, problem-based learning was introduced into a 3rd-year course of basic medical pharmacology using a randomised, controlled design described earlier [4]

Summary

Introduction

The long-term effect of problem-based learning (PBL) on factual knowledge is poorly investigated. We took advantage of a previous randomised comparison between PBL and traditional teaching in a 3rd year course to follow up factual knowledge of the students during their 4th and 5th year of medical school training. Long-term retention of knowledge, a proposed strength of problem-based learning, has received little attention in educational research [1]. Randomised controlled designs rarely included long-term follow-up. The only evidence for better continuation of knowledge acquisition comes from a non-randomised study [3]. We decided to follow up the factual knowledge of undergraduate medical students who had been randomly exposed to a small problem-based learning experience within the context of a traditional, largely lecturebased curriculum. We assessed the knowledge within the (page number not for citation purposes)

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Conclusion