A randomized treatment-control study of third-year clerks during their
pediatrics rotation was performed to assess whether a problem-based l
earning (PBL) curriculum assures adequate exposure to pediatric concep
ts while enhancing the quality of students' experience. Forty-five out
of 202 medical students were randomly selected to participate in the
PBL track. These students attended PBL rounds covering predesigned cas
es, whereas the control group attended traditional rounds. Curricular
content, exam performance, and student satisfaction were evaluated. Co
rrelation of learning issues and essential course objectives was great
er than 90%. There was no difference between groups on standardized ex
am performance. PBL students were more satisfied with the amount of ob
servation by attendings and with evaluations by residents and attendin
gs. We conclude that the PBL curriculum was successfully introduced, c
urricular content controlled, whereas test performance was preserved a
nd satisfaction with evaluation increased.