Relations between background, process and outcome in the first semester of a new, problem-based medical curriculum.

The authors investigated the relations between students' background (gender, age, study experience), learning process (learning approach, independent study time) and outcome (examination results, satisfaction) in the first semester of a new, integrated undergraduate medical curriculum, combining PBL and conventional learning methods. Data were obtained from official records and from a questionnaire answered by 113 students (response rate 92%). Variables were subjected to multivariate analyses. Significantly more males than females reported a strategic learning approach, and these students were less satisfied and more prone to fail on the exam. Time used on independent study did not predict examination results. The authors suggest that in a problem-based curriculum, the strategic males should be identified and supervised to improve the qualitative aspects of their study behaviour.