Problem based learning and the case method–medical students change preferences during clerkship

Abstract

Background: The Case Method (Case) and Problem Based Learning (PBL) are two student active methods, increasingly used in medical education.

Aim: The aim of this study was to compare medical student satisfaction with the two different active methods of learning and to see if there was any variation in preference between two stages in medical training.

Methods: A short questionnaire was given out to 254 students during the eighth and eleventh term of medical training. Answers were obtained from 221 students. The results were computer analysed.

Results: Students in the eighth term rated both methods high, while students in the eleventh term rated Case even higher while PBL decreased in popularity. Traditional lectures were given constant neutral rating. Case was rated better for problem solving.

Conclusions: It seems that Case is more suitable than PBL for the later stages of medical training when clinical problem-solving skills need to be honed.

Additional information

Notes on contributors

Martin Stjernquist

MARTIN STJERNQUIST, MD, PhD, Associate Professor and Program Director, Medical Undergraduate School, Medical Faculty, University of Lund, is a specialist in Obstetrics & Gynaecology and senior lecturer at the Department of Obstetrics & Gynaecology/Clinical Sciences, University Hospital in Malmö. He is also Head of the Division and Director of Undergraduate Studies. He has long experience of teaching at all levels within the Medical Faculty, and gives courses in the Case Method for the Office of Medical Education.

Elizabeth Crang-Svalenius

ELIZABETH CRANG SVALENIUS is a nurse/midwife and Ph.D. She is currently a senior lecturer at the Department of Nursing, Medical Faculty, Lund University where she is involved in the Midwifery programme teaching undergraduates and graduates. She also holds courses in Case for the Office of Medical Education.