PROBLEM-BASED LEARNING IN A 3RD-YEAR PEDIATRIC CLERKSKIP

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.