. Farzad Vaghef Davari; . Farzad Teymouri; . Hadi Ahmadi Amoli; . Helia Mojtabavi; . Amirsina Sharifi; . Farshid Alaeddini; . Mohammad Ashouri; . Hossein Zabihi; . Ghazal Shariatpanahi; . Mohammadreza Zafarghandi
Volume 11, Issue 11 , December 2021, , Pages 1-5
Abstract
BACKGROUND: This study was designed to assess the clinical judgment of medical students insurgery clinical decision‑making by a standard examination after lecture‑based learning ...
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BACKGROUND: This study was designed to assess the clinical judgment of medical students insurgery clinical decision‑making by a standard examination after lecture‑based learning (LBL) orproblem‑based learning (PBL).MATERIALS AND METHODS: A prospective randomized trial study on 175 medical studentswhom were randomly allocated to three groups was performed during November 2017 and January2018. LBL group (n = 103), PBL group led by an attending (n = 39), and PBL group (n = 33) led byan intern. Chi‑squared test and independent student t‑test were used to compare between the twogroups. All the analyses were performed by the two‑sided method using the Statistical Package forthe Social Sciences software (SPSS version 22; SPSS, Inc., Chicago, IL, USA), and a P < 0.05 setas statistically significant.RESULTS: The students in the PBL group scored significantly higher on the posttraining multiple‑choiceexamination, compared to the LBL group (P = 0.048). However, there was no significant differencebetween the PBL group led by an attending and the PBL group led by an intern (P = 0.892).CONCLUSION: We concluded that PBL remarkably increased the students’ scores in theproblem‑solving examination, as compared to the conventional method. We found no significantdifferences in PBL facilitated by an attending or an intern.
