PROBLEM ORIENTATION IS A NEW APPROACH TO SURGICAL EDUCATION

BACKGROUND: There is increasing interest in educational methods that a re loosely aggregated under the title of problem-based learning (PBL), but it remains unclear whether PBL is as successful as its convention al predecessor in transmitting factual information. MATERIALS AND METH ODS: The authors designed and implemented a PBL curriculum for a third -year surgical clerkship, then prospectively compared that technique w ith the conventional format. Each student's subject-related knowledge was assessed with a specifically tailored 195-question written exam an d correlated with National Board of Medical Examiners shelf exams. Stu dent and faculty responses to the technique were also sought and tabul ated. RESULTS: Student and faculty responses to PBL were uniformly pos itive. We were unable, however, to demonstrate effects on our evaluati on instruments. Neither individual student performance nor grouped sco res differed based on the mode of presentation. CONCLUSION: A PBL curr iculum generates both student and faculty enthusiasm. Unfortunately, t his does not translate into more efficient transmission of knowledge.