Early effects of a new problem-based clinically oriented curriculum on students' perceptions of teaching

Objectives To compare the course experiences of medical students in a new p roblem-based (PBL) undergraduate medical course with those of their peers i n a conventional curriculum. Design Whole class questionnaire survey using a pre-validated research inst rument. Setting University of Liverpool, UK. Subjects First and second year medical students Results New curriculum students were more satisfied with their course when compared to their conventional course peers. Problem solving, team working and motivation scores were significantly higher amongst new course (PBL) st udents. New course students were more anxious about clarity of objectives a nd standard of work required. Conclusions Early evidence suggests that curriculum reform from conventiona l teaching to a small group problem analysis programme results in improveme nt in student satisfaction with teaching and the development of appropriate learning skills.