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AN EVALUATION OF A PROBLEM – BASED CURRICULUM FOR THE 3RD YEAR OB/GYN CLERKSHIP: A COMPARISON OF FACULTY AND STUDENT SATISFACTION AND STUDENT PERFORMANCE
Objective: A problem based curriculum was instituted in the USC School of Medicine Obstetrics and Gynecology medical student clerkship program in 2009. The objective of this study was to compare student performance and satisfaction from the 3 years prior to the institution of the curriculum and 3 years after the institution. Faculty preparation and satisfaction were also evaluated.
Study Design: Student performance was assessed by comparing the mean scores on the National Board of Medical Examiners (NBME) subject examination and number of failing scores from 2007-2009 with 2010-2012. Student satisfaction was assessed by comparing the students’ answers on a previously distributed Blackboard survey for the same time periods. A qualitative review of students’ comments on this same survey was also performed. Faculty satisfaction and preparation was assessed using an anonymous online survey. The study was approved as IRB exempt.
Results: Student satisfaction scores and mean scores on the NBME subject examination were higher in the students taught using the problem based curriculum but did not reach statistical significance. There were also less number of subject exam failures per year during the problem based curriculum, however it did not reach statistical significance. Qualitative review of the school –wide Blackboard survey revealed overwhelmingly positive remarks since the institution of the problem based learning teaching sessions. Seven of eight teaching faculty responded to the faculty survey. Faculty are significantly more satisfied with teaching a problem based curriculum and 71% of faculty report preferring to teach the problem based curriculum. Faculty also report taking longer to prepare a traditional lecture, but conversely feel more prepared to teach problem based learning.
Conclusion: In our institution, the problem based curriculum has a positive impact on OB/GYN faculty satisfaction; however there is no significant impact on student satisfaction or student performance.
2014, Faculty, Clerkship Director, Medical Knowledge, Practice-Based Learning & Improvement, UME, Problem-Based Learning, General Ob-Gyn,