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Journal of Medical Education

The Effect of Problem-based Learning on Interated Clinical Skills Competencies

Abstract

Problem Based Learning (PBL) has been introduced into undergraduate medical curriculum in Gadjah Mada University since 1992. Skills Laboratory was also set up to help student learning at the same time. The students who entered clinical clerkship between the years 1996-2000 consisted of students who finished the 8 semesters basic medical course with or without PBL exposure. However, before entering the clinical clerkship, both PBL and Non-PBL trained students took a short course, the Integrated Clinical Skill Competencies (ICSC). Simulated patients were used in the course, and students went through Clinical Reasoning as well as 4 weeks reviews of all Skills Lab subjects (including Communication Skills, Physical Examination and Many Kinds of Skills Therapy), followed by an objectives structured clinical examination (OSCE). The paper reports a retrospective study of the examination performance of the PBL and Non PBL students in the OSCE. Include in this study were 585 PBL students and 134 Non-PBL students. The results shows that in term of passing rate, the PBL trained students, who had undergone early clinical exposure, performed significantly better(x2=16.89) than the Non-PBL trained students. The PBL trained students also obtained significantly higher mean marks in Communication Skills and Physical Examination in the OSCE. The differences in the mean marks of Many Kinds of Skills Therapy and Clinical Reasoning were, however, not significant. We concluded that students with PBL exposure performed significantly better in the integrated clinical skills competencies course because of their early exposure in clinical skills training.

First Page

208

Last Page

211

DOI

10.6145/jme.200206_6(2).0012

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