Moving from a lecture-based to a problem-based learning curriculumperceptions of preparedness for practice
Written by: Anne Marie Whelan, David Yung, Patrick Farmer, Susan Mansour • September 1 2007• Volume 7 - Issue 3•Abstract
Objectives: A comprehensive evaluation plan was designed to investigate the effect of curricular change from a lecture-based to a problem-based learning (PBL) curriculum. The objective of this paper is to describe the results of three surveys that examined perceptions of preparation for practice by three stakeholder groups.
Method: Three survey instruments were designed to obtain opinions regarding preparation for practice from graduating students, preceptors and supervisors/employers from three curricula that were in place as the PBL curriculum was being implemented.
Results: The students graduating from the PBL curriculum perceived themselves to be equally or better prepared than did the students graduating from the other two curricula in a number of activities/competencies. Results from the preceptors and supervisors/employers did not identify any significant differences among the curricula.
Conclusions: The survey results provide some data suggesting that the outcomes-based, integrated, hybrid PBL curriculum prepares students for practice as well as, or better, in a number of areas than the lecture-based curriculum.
