Abstract
Problem-based learning medical courses are now in the majority in the UK. This type of teaching, based on research by Barrow in the 1960s, seeks to integrate basic sciences and clinical teaching, leading to the acquisition of an integrated knowledge base that is readily recalled and applied to the analysis and solution of problems. We noticed an apparent difference in the core anatomical knowledge in a group of 4th year medical students during their orthopaedic placement, some of whom had been taught a traditional course and some a PBL course. We set out to quantify this difference.
60 simple anatomy questions were asked, with 30 minutes allowed, and no negative marking. 33 students were PBL taught, and 27 by a traditional course, with a roughly equal male: female ratio. The average score in the PBL group was 39.2% (range 11–52%), whereas the traditional group averaged 73.7% (range 63–79%).
A second study was undertaken on two groups of 80 second year medical students, at 2 different UK universities with comparable teaching standards and entry requirements, both being well-established courses. Again, a simple 50-question anatomy paper was used, without negative marking. The traditional course students scored a mean of 37.5 (25–46), and the PBL group scored a mean of 32.3 (18–45). The results were statistically significant (p< 0.0001).
Our results suggest that the difference between the two groups with regard to core anatomical knowledge increases with progression through training. This has significant implications due to PBL courses being in the majority. During the usually short orthopaedic attachment, it will become increasingly difficult for clinicians to teach effectively due to the lack of this knowledge.
The abstracts were prepared by Mr Tim Briggs. (Editoral Secretary 2003/4) Correspondence should be addressed to him at Lane Farm, Chapel Lane, Totternhoe, Dunstable, Bedfordshire LU6 2BZ, United Kingdom
