标题：Medical students’ achievement on the Bachelor of Medicine,Bachelor of Surgery/Chirurgery Final Part I and II licensing examination:a comparison of students in problem-based learning,community-based education and service,and conventional curricula in Ghana
期刊名称：Journal of Educational Evaluation for Health Professions
电子版ISSN：1975-5937
出版年度：2014
卷号：11
期号：1
页码：1-5
DOI：10.3352/jeehp.2014.11.10
语种：English
出版社：Korea Health Insurance Licensing Examination Institute
摘要：Purpose:Problem-based learning is an established method of teaching and learning in medical education.However,its impact on students’ achievement on examinations is varied and inconsistent.We compared the levels of achievement on the Bachelor of Medicine,Bachelor of Surgery/Chirurgery (MB ChB) Part I and II licensing examination of students in prob_x0002_lem-based learning,community-based education and service (PBL/COBES),and conventional curricula.Methods:In 2014,we analyzed the MB ChB Final Part I and II licensing examination results of students in three classes (2004,2005,and 2006) of the School of Medicine and Health Sciences,University for Development Studies,Tamale,Ghana.Ninety-three students in the 2004 and 2005 cohorts followed a conventional curriculum,and 82 students in the 2006 cohort followed a PBL/COBES curriculum.Using appropriate statistical tools,the analysis compared individual discipline scores and the proportions of students who received distinction/credit/pass grades among the classes.Results:The PBL students had significantly higher mean and median scores than the conventional students in Obstetrics and Gynecology,Internal Medicine,Community Health and Family Medicine,Surgery,and Psychiatry,but not in Child Health and Pediatrics.Also,a significantly (P= 0.0010) higher percentage,95.1% (n= 78),of the PBL students passed all the disciplines,compared to 79.6% (n= 74) of the conventional students.Conclusion:The PBL students significantly performed better in all the disci?plines except child health and pediatrics,where the conventional students scored higher.These findings demonstrate that the benefits of the PBL/COBES curriculum are tangible and should be fostered.
关键词：Purpose:Problem-based learning is an established method of teaching and learning in medical education.However,its impact on students’ achievement on examinations is varied and inconsistent.We compared the levels of achievement on the Bachelor of Medicine,Bachelor of Surgery/Chirurgery (MB ChB) Part I and II licensing examination of students in prob_x0002_lem-based learning,community-based education and service (PBL/COBES),and conventional curricula.Methods:In 2014,we analyzed the MB ChB Final Part I and II licensing examination results of students in three classes (2004,2005,and 2006) of the School of Medicine and Health Sciences,University for Development Studies,Tamale,Ghana.Ninety-three students in the 2004 and 2005 cohorts followed a conventional curriculum,and 82 students in the 2006 cohort followed a PBL/COBES curriculum.Using appropriate statistical tools,the analysis compared individual discipline scores and the proportions of students who received distinction/credit/pass grades among the classes.Results:The PBL students had significantly higher mean and median scores than the conventional students in Obstetrics and Gynecology,Internal Medicine,Community Health and Family Medicine,Surgery,and Psychiatry,but not in Child Health and Pediatrics.Also,a significantly (P= 0.0010) higher percentage,95.1% (n= 78),of the PBL students passed all the disciplines,compared to 79.6% (n= 74) of the conventional students.Conclusion:The PBL students significantly performed better in all the disci?plines except child health and pediatrics,where the conventional students scored higher.These findings demonstrate that the benefits of the PBL/COBES curriculum are tangible and should be fostered.
