Impact of problem-based learning on residents' self-directed learning

Objective: To examine the effect of a problem-based learning (PBL) curricul um on self-directed learning behaviors among a group of pediatric residents . Methods: A controlled comparison study was conducted with 80 pediatric resi dents at a large urban academic medical center. Residents were observed ove r 3 distinct but consecutive periods. First, all residents participated in a 3-month-long daily lecture series (pre-exposure phase). Then, for another 3 months, 39 residents (PBL group) were exposed to twice-weekly PBL sessio ns while 41 residents continued with the daily lectures (lecture-based grou p) and served as controls. Problem-based learning was withdrawn after 3 mon ths and all residents returned to the lecture series (follow-up phase). Res idents' self-directed learning behaviors were assessed through self-adminis tered questionnaires during the pre-exposure, exposure, and follow-up phase s. Results: There were no significant preexposure differences in self-directed learning behaviors between the groups. During the exposure phase, the PBL group had significantly higher self-directed learning: 5 or more hours of i ndependent study (2% vs 7%) (P=.001); 5 or more hours of medical discussion s (28% vs 4%) (P =.008); 2 or more computer literature searches (51% vs 30% ) (P=.005); and total hours of self-study per week (6 vs 4 hours) (P < .05) . At the 3-month follow-up, the PBL group had returned to baseline levels o f self-directed learning and there were no significant differences between the groups. Conclusion: Residents exposed to PBL engaged in significantly higher levels of self-directed learning than their counterparts.