摘要：Problem statement: Problem-Based Learning (PBL) is the main strategy used on curriculum of University of Girona's Medical Degree Program. It focuses not only on evaluating medical knowledge and skills, but also on appraisal of students’ learning and teamwork abilities, communication skills and sense of responsibility, that is, professional values and attitudes, often referred to as professionalism. PBL based professional values evaluation is conducted following an assessment questionnaire.Purpose of study: The aim of this study is to analyze sensitivity to change of the assessment questionnaire in measuring professional values evaluation, after 18 months of medical training. Methods: Results in assessment questionnaire of students within the Morphology, Structure and Human Body Function module was determined in the beginning of their second year in medical degree and compared with results of the Human Pathology module, 18 months later, when they were finishing their third medical training level. Results: A total of 80 student evaluations were performed, both in within Morphology, Structure and Human Body Function and Human Pathology modules. Average global scores of the assessment questionnaire were statistically significant higher (p<0.05) for students in their 3rd year, and also specifically when learning abilities, communication skills and interpersonal relations dimensions were analyzed. Only the responsibility dimension average score did not show a statistically significant difference. Conclusions: The assessment questionnaire is sensitive to change except for responsibility dimension. Further research is needed to confirm these results.
