Abstract
Objective: To examine the effect of a problem-based learning (PBL) curriculum on self-directed learning behaviors among a group of pediatric residents. Methods: A controlled comparison study was conducted with 80 pediatric residents at a large urban academic medical center. Residents were observed over 3 distinct but consecutive periods. First, all residents participated in a 3-month-long daily lecture series (pre-exposure phase). Then, for another 3 months, 39 residents (PBL group) were exposed to twice-weekly PBL sessions while 41 residents continued with the daily lectures (lecture-based group) and served as controls. Problem-based learning was withdrawn after 3 months and all residents returned to the lecture series (follow-up phase). Residents' self-directed learning behaviors were assessed through self-administered questionnaires during the pre-exposure, exposure, and follow-up phases. Results: There were no significant preexposure differences in self-directed learning behaviors between the groups. During the exposure phase, the PBL group had significantly higher self-directed learning: 5 or more hours of independent study (2% vs 7%) (P=.001); 5 or more hours of medical discussions (28% vs 4%) (P=.008); 2 or more computer literature searches (51% vs 30%) (P=.005); and total hours of self-study per week (6 vs 4 hours) (P<.05). At the 3-month follow-up, the PBL group had returned to baseline levels of self-directed learning and there were no significant differences between the groups. Conclusion: Residents exposed to PBL engaged in significantly higher levels of self-directed learning than their counterparts.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 669-672 |
| Number of pages | 4 |
| Journal | Archives of Pediatrics and Adolescent Medicine |
| Volume | 155 |
| Issue number | 6 |
| State | Published - 2001 |
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ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
Cite this
Impact of problem-based learning on residents' self-directed learning. / Ozuah, Philip O.; Curtis, Jane; Stein, Ruth E. K.
In: Archives of Pediatrics and Adolescent Medicine, Vol. 155, No. 6, 2001, p. 669-672.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Impact of problem-based learning on residents' self-directed learning
AU - Ozuah, Philip O.
AU - Curtis, Jane
AU - Stein, Ruth E. K.
PY - 2001
Y1 - 2001
N2 - Objective: To examine the effect of a problem-based learning (PBL) curriculum on self-directed learning behaviors among a group of pediatric residents. Methods: A controlled comparison study was conducted with 80 pediatric residents at a large urban academic medical center. Residents were observed over 3 distinct but consecutive periods. First, all residents participated in a 3-month-long daily lecture series (pre-exposure phase). Then, for another 3 months, 39 residents (PBL group) were exposed to twice-weekly PBL sessions while 41 residents continued with the daily lectures (lecture-based group) and served as controls. Problem-based learning was withdrawn after 3 months and all residents returned to the lecture series (follow-up phase). Residents' self-directed learning behaviors were assessed through self-administered questionnaires during the pre-exposure, exposure, and follow-up phases. Results: There were no significant preexposure differences in self-directed learning behaviors between the groups. During the exposure phase, the PBL group had significantly higher self-directed learning: 5 or more hours of independent study (2% vs 7%) (P=.001); 5 or more hours of medical discussions (28% vs 4%) (P=.008); 2 or more computer literature searches (51% vs 30%) (P=.005); and total hours of self-study per week (6 vs 4 hours) (P<.05). At the 3-month follow-up, the PBL group had returned to baseline levels of self-directed learning and there were no significant differences between the groups. Conclusion: Residents exposed to PBL engaged in significantly higher levels of self-directed learning than their counterparts.
AB - Objective: To examine the effect of a problem-based learning (PBL) curriculum on self-directed learning behaviors among a group of pediatric residents. Methods: A controlled comparison study was conducted with 80 pediatric residents at a large urban academic medical center. Residents were observed over 3 distinct but consecutive periods. First, all residents participated in a 3-month-long daily lecture series (pre-exposure phase). Then, for another 3 months, 39 residents (PBL group) were exposed to twice-weekly PBL sessions while 41 residents continued with the daily lectures (lecture-based group) and served as controls. Problem-based learning was withdrawn after 3 months and all residents returned to the lecture series (follow-up phase). Residents' self-directed learning behaviors were assessed through self-administered questionnaires during the pre-exposure, exposure, and follow-up phases. Results: There were no significant preexposure differences in self-directed learning behaviors between the groups. During the exposure phase, the PBL group had significantly higher self-directed learning: 5 or more hours of independent study (2% vs 7%) (P=.001); 5 or more hours of medical discussions (28% vs 4%) (P=.008); 2 or more computer literature searches (51% vs 30%) (P=.005); and total hours of self-study per week (6 vs 4 hours) (P<.05). At the 3-month follow-up, the PBL group had returned to baseline levels of self-directed learning and there were no significant differences between the groups. Conclusion: Residents exposed to PBL engaged in significantly higher levels of self-directed learning than their counterparts.
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UR - http://www.scopus.com/inward/citedby.url?scp=0034995513&partnerID=8YFLogxK
M3 - Article
VL - 155
SP - 669
EP - 672
JO - JAMA Pediatrics
JF - JAMA Pediatrics
SN - 2168-6203
IS - 6
ER -