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[Problem-based learning for surgery. Increased motivation with less teaching personnel?].

C Langelotz·T Junghans·N Günther·W Schwenk
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Abstract

BACKGROUND: Traditional teacher-centred education strategies often do not meet the needs and student abilities of adult learning. The introduction of small learning groups requires considerable increases in staff. Problem-based learning could increase the motivation to acquire knowledge but without being as staff-intensive. METHODS: Medical students (n=98) in their fourth clinical semester were randomly assigned to either a structured course (SC) or problem-based learning (PBL) for surgery. Their motivation and acceptance of the courses were recorded at the end of term in anonymous questionnaires using Likert scales, with scores ranging from 1 (very good) to 6 (unsatisfactory). RESULTS: Both course structure and the teachers received much better ratings from the PBL students (P<0.01 each). The motivation of students to deal with surgical problems beyond the course material was significantly higher after PBL, with 1.8 (0.7), than after the structured course with 3.1 (1.2) (P<0.01). The overall rating was substantially worse for the structured course, with 3.1 (1.2) than for PBL at 1.4 (0.6) (P<0.01). CONCLUSIONS: Problem-based learning in the surgical curriculum increases student acceptance and motivation with little demand on staff. It should be increasingly implemented.

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AdultAttitude of Health PersonnelBerlinCareer ChoiceCurriculumFaculty, MedicalFemaleGeneral SurgeryHumansMaleMotivationProblem-Based LearningProspective StudiesSpecializationStudents, MedicalSurveys and QuestionnairesClinical TrialEnglish AbstractJournal ArticleRandomized Controlled Trial

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C Langelotz, T Junghans, N Günther, W Schwenk. 2005. [Problem-based learning for surgery. Increased motivation with less teaching personnel?].. https://doi.org/10.1007/s00104-004-0987-5

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