The relationship between problem-based learning and clinical performance evaluations

Korean journal of medical education
Sun-A OhEui-Ryoung Han

Abstract

To explore the relationship between problem-based learning (PBL) evaluations and clinical performance. The study included 117 third-year medical students at Chonnam National University Medical School. The students' first-, second-, and third-year PBL evaluations were compared with their clinical performance examination (CPX) scores in third year. The PBL evaluations were composed of three subscales: tutors' evaluation (students' professional behavior, contribution to group process, and contribution to group content), a report, and a written examination. The CPX assessed four performance categories: history taking, physical examination, information sharing, and patient-physician interaction. No significant correlation was found between the first-year PBL evaluations and CPX scores; however, the second-year PBL evaluations were significantly correlated with history taking (r=0.186, p=0.044) and patient-physician interaction (r=0.213, p=0.021) of CPX. The third-year PBL evaluations were significantly correlated with physical examination (r=0.248, p=0.007), and patient-physician interaction (r=0.283, p=0.002) of CPX. Several significant correlations between the PBL evaluations subscales and CPX scores were revealed. The PBL tutors'...Continue Reading

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Mar 1, 2009·Korean journal of medical education·Eun Jeong Choi, Sung Sunwoo

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Citations

Sep 4, 2015·Korean journal of medical education·Young Hwan Lee

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