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Nalesnik SW, Heaton JO, Olsen CH, et al. Incorporating problem-based learning into an obstetrics/gynecology clerkship: impact on student satisfaction and grades. Am J Obstet Gynecol. 2004;190(5):1375-81doi: 10.1016/j.ajog.2003.10.712.
Nalesnik, S. W., Heaton, J. O., Olsen, C. H., Haffner, W. H., & Zahn, C. M. (2004). Incorporating problem-based learning into an obstetrics/gynecology clerkship: impact on student satisfaction and grades. American journal of obstetrics and gynecology, 190(5), 1375-81. https://doi.org/10.1016/j.ajog.2003.10.712
Nalesnik, Sally W, et al. "Incorporating problem-based learning into an obstetrics/gynecology clerkship: impact on student satisfaction and grades." American journal of obstetrics and gynecology vol. 190,5 (2004): 1375-81. doi: https://doi.org/10.1016/j.ajog.2003.10.712
Nalesnik SW, Heaton JO, Olsen CH, Haffner WH, Zahn CM. Incorporating problem-based learning into an obstetrics/gynecology clerkship: impact on student satisfaction and grades. Am J Obstet Gynecol. 2004 May;190(5):1375-81. doi: 10.1016/j.ajog.2003.10.712. PMID: 15167844.
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Am J Obstet Gynecol. 2004 May;190(5):1375-81. doi: 10.1016/j.ajog.2003.10.712.

Incorporating problem-based learning into an obstetrics/gynecology clerkship: impact on student satisfaction and grades.

American journal of obstetrics and gynecology

Sally W Nalesnik, Jason O Heaton, Cara H Olsen, William H J Haffner, Christopher M Zahn

Affiliations

  1. Uniformed Services University of the Health Sciences, Bethesda, MD, USA.

PMID: 15167844 DOI: 10.1016/j.ajog.2003.10.712

Abstract

OBJECTIVE: The purpose of this study was to describe the effect of the problem-based learning method on student grade and on student and faculty satisfaction.

STUDY DESIGN: The problem-based learning method was instituted at 2 of 5 obstetrics/gynecology clerkship sites. Students and faculty were surveyed, with the use of a Likert scale, regarding aspects of satisfaction with the clerkship. Responses were compared according to problem-based learning usage. Student performance was also assessed according to problem-based learning usage, with a comparison of several grade components. Statistical analysis involved t-tests and Kendall's tau-C.

RESULTS: For the year that was assessed, 54 of 156 students used the problem-based learning method. Mean student satisfaction responses were significantly higher for students who used the problem-based learning method. Faculty satisfaction was also significantly higher for the problem-based learning method, compared with other teaching methods. Mean scores on the National Board of Medical Examiners subject examination were higher for problem-based learning but did not reach statistical significance. Grade distribution was not significantly different for the groups.

CONCLUSION: The problem-based learning method was associated with improved student and faculty satisfaction and did not affect student grades negatively.

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