Students' evolution of a learning method: a comparison between problem-based learning and more traditional methods in a specialist university training programme in psychotherapy.

Abstract

Two educational groups of psychotherapy students were compared regarding their educational training in a three-year programme. One of these groups attended a traditional psychotherapy programme based on conventional lectures (1993-96), while the other attended a PBL programme (1994-97). In an initial study, the students in both groups answered a questionnaire composed to evaluate relevant sub-areas of the training programme. The traditionally trained group reported a significantly higher level of knowledge than the PBL group. On the other hand, the PBL group reported more positive general opinions of their education than did the traditional group. Based on the initial questionnaire, a follow-up questionnaire was designed to investigate the professional situation and the former students' view of their education two to three years later. Statistically, there were no significant differences between the two groups in their evaluations of the practical use.