Problem based learning and medical malpractice: does how you've been trained make a difference?

Abstract

Testing the hypothesis that physicians trained in problem based learning formats versus traditional lecture based formats develop equally strong physician-patient relationships, the rates of malpractice filings against graduates trained in each format at the John A. Burns' School of Medicine were compared. With the graduation of 10 more PBL classes, statistically significant differences between the two groups could be obtained.