The Effects of Problem-Based-Learning on the Academic Achievements of Medical Students in One Japanese Medical School, Over a Twenty-Year Period

Abstract

PurposeThis investigation considered the cognitive outcomes, expressed by the academic achievement scores in basic and clinical sciences and the National Licensing Examination results of medical undergraduates. MethodCognitive outcomes were compared using the academic achievement scores in basic and clinical science and the National Medical Licensing Examination pass rates, during the two periods pre- and post-PBL. ResultsThe scores, were significantly higher post-PBL. Scores in clinical science were significantly higher in both male and female students post-PBL. Before PBL, the scores for female students were higher, whereas no difference between males and females was observed post-PBL. DiscussionThe results suggest that PBL is equal or superior to the traditional methods of developing cognitive ability. A superior pace of knowledge acquisition by male students after PBL was observed. This supports the hypothesis that PBL is a suitable education model for Confucian countries in place of predominantly classical teacher-centred education.