CURRICULUM TYPE AND SOPHOMORE STUDENTS PREPARATION TIME FOR THE USMLESTEP 1 EXAMINATION

Citation
Bf. Richards et L. Cariagalo, CURRICULUM TYPE AND SOPHOMORE STUDENTS PREPARATION TIME FOR THE USMLESTEP 1 EXAMINATION, Evaluation & the health professions, 17(3), 1994, pp. 329-343
Citations number
11
Categorie Soggetti
Heath Policy & Services
ISSN journal
01632787
Volume
17
Issue
3
Year of publication
1994
Pages
329 - 343
Database
ISI
SICI code
0163-2787(1994)17:3<329:CTASSP>2.0.ZU;2-Y
Abstract
Students in either a problem-based learning (PBL) or traditional lectu re-based learning (LBL) curriculum at the same medical school reported the average total time they had spent during their sophomore year stu dying for the 1992 USMLE Step 1 exam. They also estimated (a) the time taken away from regular curricular studies to prepare for Step 1 and (b) how they had divided their study between learning concepts and mem orizing facts. On average, sophomore PBL students (n = 17) spent nearl y twice as much time preparing for Step 1 as did the LBL students (n = 52). Compared to LBL students, PBL students reported taking more time away from regular curricular studies and focusing more of their study ing on learning concepts when classes were in session and on memorizin g facts once classes had ended. These findings exemplify how PBL stude nts use different learning approaches in their curricular studies than in their Step 1 exam preparation.