Student performances on Step 1 and Step 2 of the United States Medical Licensing Examination following implementation of a problem-based learning curriculum

PURPOSE. To examine students' performances on Step 1 and Step 2 of the Unit ed States Medical Licensing Examination (USMLE) following the implementatio n of a problem-based learning curriculum. METHOD. Performances on Step 1 of the USMLE for four classes at the Univers ity of Missouri-Columbia School of Medicine that completed a new problem-ba sed learning curriculum (1997, 1998, 1999, and 2000) were compared with tho se of the last two classes to learn in the traditional curriculum (1995 and 1996). Performances on Step 2 of the USMLE for the classes of 1997, 1998, and 1999 were also compared with those of the classes of 1995 and 1996. The authors analyzed matriculation data (GPAs and MCAT scores) for all six cla sses. They compared all data with those of U.S. and Canadian first-time USM LE takers. RESULTS. The mean scores were higher on USMLE Step 1 for classes in the pro blem based learning curriculum than for classes in the traditional curricul um. The mean scores for Step 2 were above the national mean for classes in the revised curriculum and below the national mean for classes in the tradi tional curriculum. The admission profiles of these classes were essentially the same before and after the change in curriculum. CONCLUSIONS. Major PBL revisions of the curriculum did not compromise the p erformances of medical students on the licensing examinations; in fact, the y may have contributed to higher scores.