Modeling the problem-based learning preferences of McMaster University undergraduate medical students using a discrete choice conjoint experiment.

Full Abstract

OBJECTIVES:
To use methods from the field of marketing research to involve students in the redesign of McMaster University's small group, problem-based undergraduate medical education program.

METHODS:
We used themes from a focus group conducted in an electronic decision support lab to compose 14 four-level educational attributes. Undergraduate medical students completed a discrete choice experiment composed of 15 web-administered, partial-profile, conjoint-choice tasks.

RESULTS:
Latent class analysis revealed two segments with different preferences. Segment 1, (86% of students), preferred a problem-based approach with more small group tutorial sessions led by expert tutors who facilitated the tutorial process without teaching didactically. Segment 2, (14% of students), preferred more large group lectures, explicit learning objectives, expert tutors who taught didactically, and streaming options based on learning preferences. Although Segment 1 preferred smaller tutorial groups, simulations predicted these students would trade increases in tutorial group size for a conceptually integrated program that included tutorial problems based on core curriculum concepts, greater integration of the content of clinical skills training sessions and the tutorial curriculum, and a link between clerkship patient selection and the program's curriculum. A majority of both segments would accept a more conceptually integrated program if the savings associated with increases in tutorial group size was reinvested in web-enhanced tutorial processes and computer-simulated health care problems.

CONCLUSIONS:
Most students preferred a small group, web-supported, problem-based learning approach led by content experts who facilitated group process. Students favored a program in which tutorial group problems, clinical skills training sessions and the patients selected for clerkship activities were more closely linked to core curriculum concepts.

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Author information

Author/s: Cunningham, Charles E (CE); Deal, Ken (K); Neville, Alan (A); Rimas, Heather (H); Lohfeld, Lynne (L);

Affiliation: Department of Psychiatry and Behavioural Neurosciences, McMaster University, Chedoke Campus Hamilton Health Sciences, L8N 3Z5, Hamilton, ON, Canada. cunningh(-atsign-)mcmaster.ca

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't

Journal: Advances in health sciences education : theory and practice (Adv Health Sci Educ Theory Pract), published in Netherlands. (Language: eng)

Reference: 2006-Aug; vol 11 (issue 3) : pp 245-66

Dates: Created 2006/07/11; Completed 2006/10/03; Revised 2006/11/15;

PMID: 16832708, status: MEDLINE (last retrieval date: 12/26/2008)

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Choice Behavior
Data Collection - methods
Education, Medical, Undergraduate - methods
Focus Groups

Humans
Internet
Models, Educational
Problem-Based Learning - organization & administration

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