Abstract
A subgroup of a class of Canadian second year midwifery students in the Ontario Midwifery Education Programme took consecutive basic science courses with the same instructor, the first in a problem based learning (PBL) format and the second in lecture format. The students reported that the PBL format was “better” not only for their education but also for their enjoyment. Students that scored in the top half of their class in the PBL format stayed in the top half of their class in the lecture based course. Some students that were below the median in the PBL format were able to score better and move into the top half in the lecture course.
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