Research article summary (published 11 May 2006):

[Effects of problem-based medical education: 16 Dutch curriculum comparisons]

(Effecten van probleemgestuurd medisch onderwijs; 16 Nederlandse curriculumvergelijkingen.)

Full Abstract

The effects of problem-based medical education on student performance were studied by curriculum comparison in 16 Dutch studies. The results suggest that students and graduates of the problem-based medical curriculum of Maastricht University in the Netherlands perform better on tests of diagnostic reasoning ability, in the area of interpersonal skills and in practical medical skills such as physical examination. No differences were found with respect to acquired medical knowledge. However, differential drop-out rates of students from the curricula compared may have masked the effects in this area.

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Author information

Author/s: Schmidt, H G (HG);

Affiliation: Erasmus Universiteit, Instituut voor Psychologie, Rotterdam. schmidt(-atsign-)fsw.eur.nl

Journal and publication information

Publication Type: Comparative Study; English Abstract; Journal Article

Journal: Nederlands tijdschrift voor geneeskunde (Ned Tijdschr Geneeskd), published in Netherlands. (Language: dut)

Reference: 2006-May; vol 150 (issue 19) : pp 1085-9

Dates: Created 2006/05/31; Completed 2006/06/22; Revised 2006/11/15;

PMID: 16733987, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Clinical Competence Education, Medical - methods Humans

Netherlands Problem-Based Learning Students, Medical - psychology; statistics & numerical data

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