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The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry.
Med Educ. 2004 Aug; 38(8):859-67.ME

Abstract

OBJECTIVES

A change from traditional to problem-based learning (PBL) methods in a psychiatry attachment was evaluated by comparing the learning styles, attitudes to psychiatry and examination performance of 2 cohorts of students. It was hypothesised that the PBL curriculum would result in increased deep learning, decreased surface learning, more favourable attitudes to psychiatry and improved examination performance. It was predicted that students' examination success would be related to the use of deep and strategic learning and favourable attitudes.

METHODS

Consecutive cohorts of Year 2 clinical students taught using a traditional psychiatry curriculum (n = 188) and a PBL curriculum (n = 191) were compared. Students completed the Study Process Questionnaire to assess their learning styles and the Attitudes to Psychiatry Scale at the beginning and end of the attachment. Students completed 2 end-of-attachment examinations, a multiple-choice paper and a viva.

RESULTS

The PBL curriculum resulted in significantly better examination performance than did the traditional teaching curriculum, both for multiple-choice questions and the viva. No differences in learning styles or attitudes to psychiatry were found between the curricula. Students were significantly more successful in the examinations if they had received the PBL curriculum, were female, and used strategic learning.

CONCLUSIONS

Examination performance indicated that the PBL curriculum was more successful than the previous course, but that this improvement was not due to students using more effective learning styles or having more favourable attitudes towards psychiatry. It is possible that students learned more effectively during the teaching sessions in the PBL curriculum, but did not change their preferred learning styles.

Authors+Show Affiliations

McParland M
Department of Psychiatry and Behavioural Sciences, University College London, 48 Riding House Street, London W1N 8AA, UK.
Noble LM
No affiliation info available
Livingston G
No affiliation info available

MeSH

AchievementCurriculumEducation, Medical, UndergraduateEducational MeasurementHumansLearningProblem-Based LearningProspective StudiesPsychiatry

Pub Type(s)

Journal Article

Language

eng

PubMed ID

15271047

Citation

McParland, Monica, et al. "The Effectiveness of Problem-based Learning Compared to Traditional Teaching in Undergraduate Psychiatry." Medical Education, vol. 38, no. 8, 2004, pp. 859-67.
McParland M, Noble LM, Livingston G. The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry. Med Educ. 2004;38(8):859-67.
McParland, M., Noble, L. M., & Livingston, G. (2004). The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry. Medical Education, 38(8), 859-67.
McParland M, Noble LM, Livingston G. The Effectiveness of Problem-based Learning Compared to Traditional Teaching in Undergraduate Psychiatry. Med Educ. 2004;38(8):859-67. PubMed PMID: 15271047.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry. AU - McParland,Monica, AU - Noble,Lorraine M, AU - Livingston,Gill, PY - 2004/7/24/pubmed PY - 2004/9/17/medline PY - 2004/7/24/entrez SP - 859 EP - 67 JF - Medical education JO - Med Educ VL - 38 IS - 8 N2 - OBJECTIVES: A change from traditional to problem-based learning (PBL) methods in a psychiatry attachment was evaluated by comparing the learning styles, attitudes to psychiatry and examination performance of 2 cohorts of students. It was hypothesised that the PBL curriculum would result in increased deep learning, decreased surface learning, more favourable attitudes to psychiatry and improved examination performance. It was predicted that students' examination success would be related to the use of deep and strategic learning and favourable attitudes. METHODS: Consecutive cohorts of Year 2 clinical students taught using a traditional psychiatry curriculum (n = 188) and a PBL curriculum (n = 191) were compared. Students completed the Study Process Questionnaire to assess their learning styles and the Attitudes to Psychiatry Scale at the beginning and end of the attachment. Students completed 2 end-of-attachment examinations, a multiple-choice paper and a viva. RESULTS: The PBL curriculum resulted in significantly better examination performance than did the traditional teaching curriculum, both for multiple-choice questions and the viva. No differences in learning styles or attitudes to psychiatry were found between the curricula. Students were significantly more successful in the examinations if they had received the PBL curriculum, were female, and used strategic learning. CONCLUSIONS: Examination performance indicated that the PBL curriculum was more successful than the previous course, but that this improvement was not due to students using more effective learning styles or having more favourable attitudes towards psychiatry. It is possible that students learned more effectively during the teaching sessions in the PBL curriculum, but did not change their preferred learning styles. SN - 0308-0110 UR - https://www.unboundmedicine.com/medline/citation/15271047/The_effectiveness_of_problem_based_learning_compared_to_traditional_teaching_in_undergraduate_psychiatry_ DB - PRIME DP - Unbound Medicine ER -