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Problem-versus case-based approaches in teaching medical students about eating disorders: a controlled comparison
Journal article   Peer reviewed

Problem-versus case-based approaches in teaching medical students about eating disorders: a controlled comparison

Mary Katsikitis, P J Hay, R J Barrett and T Wade
Educational Psychology, Vol.22(3), pp.277-283
2002
DOI: https://doi.org/10.1080/01443410220138511
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https://doi.org/10.1080/01443410220138511View
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Abstract

Specialist Studies in Education Psychology Cognitive Sciences
Fourth-year medical students were allocated randomly to either problem-based learning (PBL) or case-based learning (CBL) tutorials on the topic of eating disorders during their 6-week psychiatry attachment. All students were evaluated in terms of their tutorial performance and the factual knowledge they had acquired. In turn, students evaluated the performance of the tutors in both the PBL and the CBL process. No significant differences were found between the student groups with respect to their performance or acquired knowledge. Furthermore, there were no significant differences when comparing the PBL format with the CBL format with regard to group functioning or oral interaction between students. Finally, student ratings for tutor performance on feedback, group management skills and personal qualities showed no differences. Implications for education are discussed.

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