Problem based learning in physics. Comparison with traditional teaching inmedical students

Background: Problem based learning, integrating basic science with clinical problems, is one of the most recommended forms of teaching for medical sch ools. Aim: To compare a problem based learning program for physics with tra ditional teaching methods. Material and methods: In the physics course, fir st year medical students were separated in groups with traditional learning and problem based teaching. Both groups were subjected to the same knowled ge and qualitative evaluations. Results: At the end of the course, cognitiv e performance in both groups was similar (60.8 and 61.3% among traditional teaching and problem based learning groups respectively). However, students assigned to the problem based learning group evaluated significantly bette r the teaching methodology and process. Conclusions: Physics education, usi ng problem based learning, obtains the same cognitive results but a higher degree of satisfaction than traditional teaching among students (Rev Med Ch ile 2001; 129: 1031-7).