An Inter- and Intra-University Comparison With Short Case-Based Testing Export

@article{citeulike:6102389, abstract = {Abstract\ \ Comparisons between PBL and non-PBL medical schools on problem-solving ability often show no differences. This could be either due to the fact that no difference in problem-solving skills exists or that the instruments used are inadequate. In this study a key-feature approach case-based examination was used to compare two medical schools in the Netherlands, one of which has a PBL curriculum (Maastricht) and one which has a program half way a transition from a non-PBL towards a PBL curriculum (Groningen). Differences were found both in proficiency scores and in the pattern of response times, both supporting the assumption that a PBL approach would lead to a higher level of problem solving ability. The effect size, however, is not as large as originally assumed by the PBL proponents. Conclusions must be drawn with caution, but it seems likely that a test based on large numbers of short cases is the most sensitive in detecting differences in problem solving ability between students of different curricula.}, author = {Schuwirth, L. W. T. and Verhoeven, B. H. and Scherpbier, A. J. J. A. and Mom, E. M. A. and Cohen-Schotanus, J. and Van Rossum, H. J. M. and Van der Vleuten, C. P. M.}, citeulike-article-id = {6102389}, citeulike-linkout-0 = {http://dx.doi.org/10.1023/A:1009890218207}, citeulike-linkout-1 = {http://www.springerlink.com/content/r7425ru14r133635}, day = {1}, doi = {10.1023/A:1009890218207}, journal = {Advances in Health Sciences Education}, keywords = {assessment, medicine, pbl, problem\_solving, school\_comparisons}, month = {November}, number = {3}, pages = {233--244}, posted-at = {2009-11-12 16:55:32}, priority = {2}, title = {An Inter- and Intra-University Comparison With Short Case-Based Testing}, url = {http://dx.doi.org/10.1023/A:1009890218207}, volume = {4}, year = {1999} }

TY - JOUR ID - citeulike:6102389 L3 - citeulike-article-id:6102389 N2 - Abstract  Comparisons between PBL and non-PBL medical schools on problem-solving ability often show no differences. This could be either due to the fact that no difference in problem-solving skills exists or that the instruments used are inadequate. In this study a key-feature approach case-based examination was used to compare two medical schools in the Netherlands, one of which has a PBL curriculum (Maastricht) and one which has a program half way a transition from a non-PBL towards a PBL curriculum (Groningen). Differences were found both in proficiency scores and in the pattern of response times, both supporting the assumption that a PBL approach would lead to a higher level of problem solving ability. The effect size, however, is not as large as originally assumed by the PBL proponents. Conclusions must be drawn with caution, but it seems likely that a test based on large numbers of short cases is the most sensitive in detecting differences in problem solving ability between students of different curricula. IS - 3 JF - Advances in Health Sciences Education EP - 244 TI - An Inter- and Intra-University Comparison With Short Case-Based Testing VL - 4 SP - 233 KW - assessment KW - medicine KW - pbl KW - problem_solving KW - school_comparisons AU - Schuwirth, LWT AU - Verhoeven, BH AU - Scherpbier, AJJA AU - Mom, EMA AU - Cohen-Schotanus, J AU - Van Rossum, HJM AU - Van der Vleuten, CPM PY - 1999/11/01/ UR - http://dx.doi.org/10.1023/A:1009890218207 ER -