A randomized trial of a problem-based learning approach for teaching epidemiology

Purpose. To conduct a controlled trial of traditional and problem-based lea rning (PBL) methods of teaching epidemiology. Method. All second-year medical students (n = 136) at The University of Wes tern Australia Medical School were offered the chance to participate in a r andomized controlled trial of teaching methods fur an epidemiology course. Students who consented to participate (n = 80) were randomly assigned to ei ther a PBL or a traditional course. Students who did not consent or did not return the consent form (n = 56) were assigned to the traditional course, Students in both streams took identical quizzes and exams. These scores, a collection of semi-quantitative feedback from all students, and a qualitati ve analysis of interviews with a convenience sample of six students from ea ch stream were compared. Results. There was no significant difference in performances on quizzes or exams between PBL and traditional students. Students using PBL reported a s tronger grasp of epidemiologic principles, enjoyed working with a group, an d, at the end of the course, were more enthusiastic about epidemiology and its professional relevance to them than were students in the traditional co urse. PBL students worked more steadily during the semester but spent only marginally more time on the epidemiology course overall. Interviews corrobo rated these findings. Non-consenting students were older (p < 0.02) and mor e likely to come from non-English-speaking backgrounds (p < 0.005). Conclusions. PBL provides an academically equivalent but personally far ric her learning experience. The adoption of PBL approaches to medical educatio n makes it important to study whether PBL presents particular challenges fo r students whose first language is not the language of instruction.