The relationship between problem-based learning and clinical performance evaluations.
10.3946/kjme.2015.27.3.195
- Author:
Sun A OH
1
;
Eun Kyung CHUNG
;
Eui Ryoung HAN
Author Information
1. Department of TESOL, Gwangju University, Gwangju, Korea.
- Publication Type:Original Article ; Research Support, Non-U.S. Gov't
- Keywords:
Problem-based learning;
Clinical competence;
Qualitative evaluation
- MeSH:
*Clinical Competence;
*Education, Medical, Undergraduate;
*Educational Measurement;
Group Processes;
Humans;
*Problem-Based Learning;
Republic of Korea;
Schools, Medical;
*Students, Medical;
Universities
- From:Korean Journal of Medical Education
2015;27(3):195-200
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: To explore the relationship between problem-based learning (PBL) evaluations and clinical performance. METHODS: The study included 117 third-year medical students at Chonnam National University Medical School. The students' first-, second-, and third-year PBL evaluations were compared with their clinical performance examination (CPX) scores in third year. The PBL evaluations were composed of three subscales: tutors' evaluation (students' professional behavior, contribution to group process, and contribution to group content), a report, and a written examination. The CPX assessed four performance categories: history taking, physical examination, information sharing, and patient-physician interaction. RESULTS: No significant correlation was found between the first-year PBL evaluations and CPX scores; however, the second-year PBL evaluations were significantly correlated with history taking (r=0.186, p=0.044) and patient-physician interaction (r=0.213, p=0.021) of CPX. The third-year PBL evaluations were significantly correlated with physical examination (r=0.248, p=0.007), and patient-physician interaction (r=0.283, p=0.002) of CPX. Several significant correlations between the PBL evaluations subscales and CPX scores were revealed. The PBL tutors' evaluation (r=0.343, p=0.000) and report scores (r=0.210, p=0.023) were significantly correlated with patient-physician interaction of CPX. The contribution to group process of tutors' evaluation was significantly correlated with patient-physician interaction (r=0.186, p=0.045), and the contribution to group content of tutors' evaluation was significantly correlated with physical examination (r=0.187, p=0.044). CONCLUSION: We found a significant association between PBL evaluations and CPX scores.
