Job Requirements Compared to Medical School Education: Differences between Graduates from Problem-Based Learning and Conventional Curricula

DSpace/Manakin Repository

Job Requirements Compared to Medical School Education: Differences between Graduates from Problem-Based Learning and Conventional Curricula

Show simple item record

dc.contributor.author Doll, Hinnerk
dc.contributor.author Dahmen, Janosch
dc.contributor.author Polacsek, Ole
dc.contributor.author Federkeil, Gero
dc.contributor.author Fischer, Martin R
dc.contributor.author Bamberg, Fabian
dc.contributor.author Butzlaff, Martin
dc.contributor.author Schlett, Christopher L
dc.date.accessioned 2011-02-22T00:25:55Z
dc.date.issued 2010
dc.identifier.citation Schlett, Christopher L., Hinnerk Doll, Janosch Dahmen, Ole Polacsek, Gero Federkeil, Martin R. Fischer, Fabian Bamberg, and Martin Butzlaff. 2010. Job requirements compared to medical school education: Differences between graduates from problem-based learning and conventional curricula. BMC Medical Education 10: 1. en_US
dc.identifier.issn 1472-6920 en_US
dc.identifier.uri http://nrs.harvard.edu/urn-3:HUL.InstRepos:4728743
dc.description.abstract Background: Problem-based Learning (PBL) has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Methods: Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke) and conventional curricula. Results: Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female) and the conventional curricula (n = 4720, 49% female) were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p < 0.001), except for "Medical knowledge" and "Research competence". Comparing competencies required at work and taught in medical school, PBL was associated with benefits in "Interdisciplinary thinking" (Δ + 0.88), "Independent learning/working" (Δ + 0.57), "Psycho-social competence" (Δ + 0.56), "Teamwork" (Δ + 0.39) and "Problem-solving skills" (Δ + 0.36), whereas "Research competence" (Δ - 1.23) and "Business competence" (Δ - 1.44) in the PBL-based curriculum needed improvement. Conclusion: Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development. en_US
dc.language.iso en_US en_US
dc.publisher BioMed Central en_US
dc.relation.isversionof doi:10.1186/1472-6920-10-1 en_US
dc.relation.hasversion http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2824799/pdf/ en_US
dash.license LAA
dc.title Job Requirements Compared to Medical School Education: Differences between Graduates from Problem-Based Learning and Conventional Curricula en_US
dc.type Journal Article en_US
dc.description.version Version of Record en_US
dc.relation.journal BMC Medical Education en_US
dash.depositing.author Schlett, Christopher L
dc.date.available 2011-02-22T00:25:55Z
dash.affiliation.other HMS^Radiology-Massachusetts General Hospital en_US

Files in this item

Files Size Format View
2824799.pdf 293.9Kb PDF View/Open

This item appears in the following Collection(s)

Show simple item record

 
 

Search DASH


Advanced Search
 
 

Submitters