Traditional learning and problem-based learning: self-perception of preparedness for internship

Revista da Associação Médica Brasileira

Laís Pereira Bueno Millan¹  Beatriz Semer¹  José Mauro Da Silva Rodrigues¹  Reinaldo José Gianini¹ 

[1] ,Pontifícia Universidade Católica de São Paulo School of Health and Medical Sciences São Paulo SP ,Brazil

关键词: Problem-based learning;    curriculum;    internship and medical residency;    medical education;    teaching;    Aprendizagem baseada em problemas;    currículo;    internato e residência;    educação médica;    ensino;   

DOI  :  10.1590/S0104-42302012000500018

来源: SciELO

【 摘 要 】

OBJECTIVE: This study aims to evaluate Pontificia Universidade Católica de São Paulo (PUC-SP) medical students' perception of their preparedness to attend the internship course by comparing students who entered the internship in 2009, who were taught according to the traditional learning method, and those who entered the internship in 2010, who were taught according to the new method, i.e. problem-based learning (PBL). METHODS: 50 traditional learning method students answered a standard Lickert scale questionnaire upon entering internship in 2009. In 2010, the process was repeated with PBL students. The questionnaire was based upon the Preparation for Hospital Practice Questionnaire. This questionnaire was evaluated by professors from three medical schools in Brazil regarding its applicability. The original questions were classified according to the importance these professors attributed to them, and less important questions were removed. Scores obtained from the Student's t-test were considered significant with p < 0.05. RESULTS: A significant statistical difference was observed in 16 questions, and the traditional learning method students reported higher average scores. When questions were divided into dimensions, a significant statistical difference appeared in the dimensions " social aspects of health", "medical skills", and "ethical concepts"; traditional learning method students again reported higher scores (p < 0.001 for all dimensions). Higher scores were also reported when the average of the answers to the whole questionnaire was calculated. CONCLUSION: Traditional learning method students consider themselves to be better prepared for internship activities than PBL students, according to the following three comparative means: by analyzing the answers to each question, by grouping these answers into dimensions, and by calculating the means of answers to the whole questionnaire.

【 授权许可】

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