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
