Problem‐based learning in a third‐year pediatric clerkship

Abstract

A randomized treatment‐control study of third‐year clerks during their pediatrics rotation was performed to assess whether a problem‐based learning (PBL) curriculum assures adequate exposure to pediatric concepts while enhancing the quality of students’ experience. Forty‐five out of 202 medical students were randomly selected to participate in the PBL track. These students attended PBL rounds covering predesigned cases, whereas the control group attended traditional rounds. Curricular content, exam performance, and student satisfaction were evaluated. Correlation of learning issues and essential course objectives was greater than 90%. There was no difference between groups on standardized exam performance. PBL students were more satisfied with the amount of observation by attendings and with evaluations by residents and attendings. We conclude that the PBL curriculum was successfully introduced, curricular content controlled, whereas test performance was preserved and satisfaction with evaluation increased.