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Student and faculty perceptions of problem-based learning on a family medicine clerkship.
Fam Med. 1999 Mar; 31(3):171-6.FM

Abstract

BACKGROUND AND OBJECTIVES

The value of problem-based learning (PBL) in the preclinical years of medical school has been described widely in the literature. This study evaluates student and faculty perceptions of PBL during the clinical years of medical school, on a family medicine clerkship.

METHODS

Students used a 4-point scale to rate clerkship educational components on how well learning was facilitated. Faculty narratives of their perceptions of PBL were reviewed.

RESULTS

Educational components that involved active learning by students--clinical activity, independent learning, and PBL tutorials--were ranked highest by students. Faculty perceived that PBL on the clerkship simulated "real-life" learning, included more behavioral and population issues, and provided substantial blocks of student contact time for improved student evaluation.

CONCLUSIONS

Students and faculty in a family medicine clerkship ranked PBL sessions higher than any other nonclinical component of the clerkship. In addition to providing students with opportunities for self-directed learning, the PBL sessions provide faculty with more contact time with students, thereby enhancing the assessment of students' learning and progress.

Authors+Show Affiliations

McGrew MC
Department of Family and Community Medicine, University of New Mexico, Albuquerque, USA. mmcgrew@salud.unm.edu
Skipper B
No affiliation info available
Palley T
No affiliation info available
Kaufman A
No affiliation info available

MeSH

Clinical ClerkshipEducation, MedicalEvaluation Studies as TopicFacultyFamily PracticeFollow-Up StudiesHumansProblem-Based LearningSchools, MedicalStudents, MedicalSurveys and Questionnaires

Pub Type(s)

Comparative Study
Journal Article
Research Support, U.S. Gov't, P.H.S.

Language

eng

PubMed ID

10086252

Citation

McGrew, M C., et al. "Student and Faculty Perceptions of Problem-based Learning On a Family Medicine Clerkship." Family Medicine, vol. 31, no. 3, 1999, pp. 171-6.
McGrew MC, Skipper B, Palley T, et al. Student and faculty perceptions of problem-based learning on a family medicine clerkship. Fam Med. 1999;31(3):171-6.
McGrew, M. C., Skipper, B., Palley, T., & Kaufman, A. (1999). Student and faculty perceptions of problem-based learning on a family medicine clerkship. Family Medicine, 31(3), 171-6.
McGrew MC, et al. Student and Faculty Perceptions of Problem-based Learning On a Family Medicine Clerkship. Fam Med. 1999;31(3):171-6. PubMed PMID: 10086252.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Student and faculty perceptions of problem-based learning on a family medicine clerkship. AU - McGrew,M C, AU - Skipper,B, AU - Palley,T, AU - Kaufman,A, PY - 1999/3/23/pubmed PY - 1999/3/23/medline PY - 1999/3/23/entrez SP - 171 EP - 6 JF - Family medicine JO - Fam Med VL - 31 IS - 3 N2 - BACKGROUND AND OBJECTIVES: The value of problem-based learning (PBL) in the preclinical years of medical school has been described widely in the literature. This study evaluates student and faculty perceptions of PBL during the clinical years of medical school, on a family medicine clerkship. METHODS: Students used a 4-point scale to rate clerkship educational components on how well learning was facilitated. Faculty narratives of their perceptions of PBL were reviewed. RESULTS: Educational components that involved active learning by students--clinical activity, independent learning, and PBL tutorials--were ranked highest by students. Faculty perceived that PBL on the clerkship simulated "real-life" learning, included more behavioral and population issues, and provided substantial blocks of student contact time for improved student evaluation. CONCLUSIONS: Students and faculty in a family medicine clerkship ranked PBL sessions higher than any other nonclinical component of the clerkship. In addition to providing students with opportunities for self-directed learning, the PBL sessions provide faculty with more contact time with students, thereby enhancing the assessment of students' learning and progress. SN - 0742-3225 UR - https://www.unboundmedicine.com/medline/citation/10086252/Student_and_faculty_perceptions_of_problem_based_learning_on_a_family_medicine_clerkship_ DB - PRIME DP - Unbound Medicine ER -