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Arch Pediatr Adolesc Med. 2001;155:673-675.

	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

THIS STUDY¹ investigated the effect of a problem-based learning (PBL) curriculum on self-directed learning behaviors among a group of pediatric residents. Following an initial period of daily lectures (lecture-based learning [LBL]), 80 residents were then divided into 2 groups: 1 group of residents (n = 39) underwent a period of twice-weekly PBL sessions, while the other group (n = 41) continued receiving LBL. After this intervention, all residents once again received a period of LBL. Throughout each 3-month period (termed the pre-exposure, exposure, and follow-up periods, respectively), residents were given self-administered questionnaires to evaluate self-directed learning behaviors, including the amount of time they spent on independent study, medical discussions, and computer literature searches. The investigators found that while the PBL group reported significantly more time spent in these self-directed endeavors during the exposure period, both groups reported equal baseline levels durign the follow-up period. The investigators concluded that residents exposed . . . [Full Text of this Article]

RANDOMIZATION OF SUBJECTS


ACCOUNTING FOR SUBJECTS

BLINDED ASSESSMENT

SIMILARITY OF GROUPS

WERE THE GROUPS TREATED EQUALLY?

TREATMENT EFFECT SIZE

TREATMENT EFFECT PRECISION

GENERALIZABILITY

CLINICALLY IMPORTANT OUTCOMES

BENEFITS VS COSTS

CONCLUSION


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