BACKGROUND: In the Problem Based Learning (PBL) curriculum, knowledge is acquired by solving medical cases. Because of this quality, it has been hypothesized that residents trained in a PBL curriculum during medical school will be better equipped to succeed during residency. The purpose of this study was to compare the academic performance of obstetrics and gynecology residents who were trained using a PBL curriculum during medical school with those who were trained in a traditional curriculum. METHODS: A retrospective analysis was performed on residents at the University of Hawai'i Obstetrics and Gynecology Residency Program between 1997 and 2007. Scores on standardized tests were compared between residents who attended a PBL medical school (PBL group) and residents who attended a traditional medical school (non-PBL group) using a t-test analysis. United States MedicalLicensing Examination (USMLE) Step 1, USMLE Step2, and the Council on Resident Education in Obstetrics and Gynecology (CREOG) examination scores for all four years of residency were compared between the two groups. RESULTS: Thirty-five students had complete data. There were no significant differences between the mean scores in PBL group versus the non-PBL group for the Step 1 (205.7 vs. 202.0, p = 0.491), CREOG PGY1 (197.8 vs. 195.7, p = 0.711), CREOG PGY2 (202.7 vs. 198.1, p = 0.394), CREOG PGY3 (197.3 vs. 201.1, p = 0.545), and CREOG PGY4 (202.4 vs. 198.8, p = 0.531). However, there was a significant difference between the mean scores of the two study groups for the USMLE Step 2 (215.1 vs.202.1, p = 0.046). CONCLUSIONS: Although PBL students performed significantly better on the USMLE Step 2, the academic performance of obstetrics and gynecology residents who attended a PBL medical school and those who attended a traditional medical school was similar.
BACKGROUND: In the Problem Based Learning (PBL) curriculum, knowledge is acquired by solving medical cases. Because of this quality, it has been hypothesized that residents trained in a PBL curriculum during medical school will be better equipped to succeed during residency. The purpose of this study was to compare the academic performance of obstetrics and gynecology residents who were trained using a PBL curriculum during medical school with those who were trained in a traditional curriculum. METHODS: A retrospective analysis was performed on residents at the University of Hawai'i Obstetrics and Gynecology Residency Program between 1997 and 2007. Scores on standardized tests were compared between residents who attended a PBL medical school (PBL group) and residents who attended a traditional medical school (non-PBL group) using a t-test analysis. United States MedicalLicensing Examination (USMLE) Step 1, USMLE Step2, and the Council on Resident Education in Obstetrics and Gynecology (CREOG) examination scores for all four years of residency were compared between the two groups. RESULTS: Thirty-five students had complete data. There were no significant differences between the mean scores in PBL group versus the non-PBL group for the Step 1 (205.7 vs. 202.0, p = 0.491), CREOG PGY1 (197.8 vs. 195.7, p = 0.711), CREOG PGY2 (202.7 vs. 198.1, p = 0.394), CREOG PGY3 (197.3 vs. 201.1, p = 0.545), and CREOG PGY4 (202.4 vs. 198.8, p = 0.531). However, there was a significant difference between the mean scores of the two study groups for the USMLE Step 2 (215.1 vs.202.1, p = 0.046). CONCLUSIONS: Although PBL students performed significantly better on the USMLE Step 2, the academic performance of obstetrics and gynecology residents who attended a PBL medical school and those who attended a traditional medical school was similar.