BACKGROUND: The Case Method (Case) and Problem Based Learning (PBL) are two student active methods, increasingly used in medical education. AIM: The aim of this study was to compare medical student satisfaction with the two different active methods of learning and to see if there was any variation in preference between two stages in medical training. METHODS: A short questionnaire was given out to 254 students during the eighth and eleventh term of medical training. Answers were obtained from 221 students. The results were computer analysed. RESULTS: Students in the eighth term rated both methods high, while students in the eleventh term rated Case even higher while PBL decreased in popularity. Traditional lectures were given constant neutral rating. Case was rated better for problem solving. CONCLUSIONS: It seems that Case is more suitable than PBL for the later stages of medical training when clinical problem-solving skills need to be honed.
BACKGROUND: The Case Method (Case) and Problem Based Learning (PBL) are two student active methods, increasingly used in medical education. AIM: The aim of this study was to compare medical student satisfaction with the two different active methods of learning and to see if there was any variation in preference between two stages in medical training. METHODS: A short questionnaire was given out to 254 students during the eighth and eleventh term of medical training. Answers were obtained from 221 students. The results were computer analysed. RESULTS: Students in the eighth term rated both methods high, while students in the eleventh term rated Case even higher while PBL decreased in popularity. Traditional lectures were given constant neutral rating. Case was rated better for problem solving. CONCLUSIONS: It seems that Case is more suitable than PBL for the later stages of medical training when clinical problem-solving skills need to be honed.