摘要：Purpose:To explore the relationship between problem-based learning (PBL) evaluations and clinical performance. Methods:The study included 117 third-year medical students at Chonnam National University Medical School. The students' first-, second-,and third-year PBL evaluations were compared with their clinical performance examination (CPX) scores in third year. The PBL evaluations were composed of three subscales:tutors' evaluation (students' professional behavior,contribution to group process, and contribution to group content),a report,and a written examination. The CPX assessed four performance categories:history taking,physical examination,information sharing,and patient-physician interaction. Results:No significant correlation was found between the first-year PBL evaluations and CPX scores;however,the second-year PBL evaluations were significantly correlated with history taking (r=0.186,p=0.044) and patient-physician interaction (r=0.213,p=0.021) of CPX. The third-year PBL evaluations were significantly correlated with physical examination (r=0.248,p=0.007),and patient-physician interaction (r=0.283,p=0.002) of CPX. Several significant correlations between the PBL evaluations subscales and CPX scores were revealed. The PBL tutors' evaluation (r=0.343,p=0.000) and report scores (r=0.210,p=0.023) were significantly correlated with patient-physician interaction of CPX. The contribution to group process of tutors' evaluation was significantly correlated with patient-physician interaction (r=0.186,p=0.045),and the contribution to group content of tutors' evaluation was significantly correlated with physical examination (r=0.187,p=0.044). Conclusion:We found a significant association between PBL evaluations and CPX scores.
