The Effects of Problem-Based-Learning on the Academic Achievements of Medical Students in One Japanese Medical School, Over a Twenty-Year Period

Authors

Masayuki Niwa, Medical Education Development Center, Gifu University, JapanFollow
Takuya Saiki, Medical Education Development Center, Gifu University, Japan
Kazuhiko Fujisaki, Medical Education Development Center, Gifu University, Japan
Yasuyuki Suzuki, Medical Education Development Center, Gifu University, Japan
Phillip Evans, Medical Education Development Center, Gifu University, Japan

Abstract

Purpose: This investigation considered the cognitive outcomes, expressed by the academic achievement scores in basic and clinical sciences and the National Licensing Examination results of medical undergraduates. Method: Cognitive outcomes were compared using the academic achievement scores in basic and clinical science and the National Medical Licensing Examination pass rates, during the two periods pre- and post-PBL. Results: The scores, were significantly higher post-PBL. Scores in clinical science were significantly higher in both male and female students post-PBL. Before PBL, the scores for female students were higher, whereas no difference between males and females was observed post-PBL. Discussion: The results suggest that PBL is equal or superior to the traditional methods of developing cognitive ability. A superior pace of knowledge acquisition by male students after PBL was observed. This supports the hypothesis that PBL is a suitable education model for Confucian countries in place of predominantly classical teacher-centred education.

Recommended Citation

Niwa, Masayuki; Saiki, Takuya; Fujisaki, Kazuhiko; Suzuki, Yasuyuki; and Evans, Phillip (2016) "The Effects of Problem-Based-Learning on the Academic Achievements of Medical Students in One Japanese Medical School, Over a Twenty-Year Period," Health Professions Education: Vol. 2: Iss. 1, Article 2.
DOI: 10.1016/j.hpe.2016.01.003
Available at: https://hpe.researchcommons.org/journal/vol2/iss1/2