Long-term follow up of factual knowledge after a single, randomised problem-based learning course

Herzig, Stefan; Linke, Ralph-Mario; Marxen, Bent; Börner, U.; Antepohl, Wolfram

doi:10.1186/1472-6920-3-3

Cited by 21 publications

(7 citation statements)

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“…Some have suggested that knowledge brokering is a long and involved process [107-109]. It addition to the explanations provided earlier, it is also possible that the duration and intensity of the KB intervention was insufficient to facilitate significant changes in evidence-informed decision making.…”

Section: Discussionmentioning

confidence: 99%

A randomized controlled trial evaluating the impact of knowledge translation and exchange strategies

et al. 2009

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ContextSignificant resources and time are invested in the production of research knowledge. The primary objective of this randomized controlled trial was to evaluate the effectiveness of three knowledge translation and exchange strategies in the incorporation of research evidence into public health policies and programs.MethodsThis trial was conducted with a national sample of public health departments in Canada from 2004 to 2006. The three interventions, implemented over one year in 2005, included access to an online registry of research evidence; tailored messaging; and a knowledge broker. The primary outcome assessed the extent to which research evidence was used in a recent program decision, and the secondary outcome measured the change in the sum of evidence-informed healthy body weight promotion policies or programs being delivered at health departments. Mixed-effects models were used to test the hypotheses.FindingsOne hundred and eight of 141 (77%) health departments participated in this study. No significant effect of the intervention was observed for primary outcome (p < 0.45). However, for public health policies and programs (HPPs), a significant effect of the intervention was observed only for tailored, targeted messages (p < 0.01). The treatment effect was moderated by organizational research culture (e.g., value placed on research evidence in decision making).ConclusionThe results of this study suggest that under certain conditions tailored, targeted messages are more effective than knowledge brokering and access to an online registry of research evidence. Greater emphasis on the identification of organizational factors is needed in order to implement strategies that best meet the needs of individual organizations.Trial RegistrationThe trial registration number and title are as follows: ISRCTN35240937 -- Is a knowledge broker more effective than other strategies in promoting evidence-based physical activity and healthy body weight programming?

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Section: Discussionmentioning

confidence: 99%

A randomized controlled trial evaluating the impact of knowledge translation and exchange strategies

et al. 2009

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“…However, the conclusion drawn from these studies indicated positive effects [4][5][6][7][8][9] or, otherwise, neutral effects of the PBL method. [10][11][12][13] PBL was first implemented in dental classes at the Harvard School of Dental Medicine (HSDM) in fall 1994. The HSDM predoctoral curriculum has transitioned from a traditional curriculum to a PBLhybrid curriculum in both preclinical and clinical education, with an expectation that this pedagogy would enhance the students' critical and interdisciplinary thinking and communication skills as well as their general professional competencies.…”

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confidence: 99%

Problem‐Based Learning at the Harvard School of Dental Medicine: Self‐Assessment of Performance in Postdoctoral Training

Thammasitboon

Sukotjo

Howell

et al. 2007

Journal of Dental Education

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Problem-based learning (PBL) was implemented into the dental curriculum at the Harvard School of Dental Medicine (HSDM) in 1994 with an expectation that this pedagogy would enhance students' critical thinking and communication skills as well as general professional competencies. Previous studies have described several aspects of the outcome of PBL curricula at the predoctoral level. However, there is no information available on the perceptions and performance of PBL graduates during their postdoctoral training in dentistry. The purpose of this study was to evaluate the effect of PBL methodology on the performance of HSDM graduates during their postdoctoral training in comparison with their non-HSDM (traditional) co-residents. Surveys containing traditional knowledge-based criteria, preclinical and clinical criteria, and PBL criteria were sent to HSDM graduates from the classes of 2002 through 2004 who were in postgraduate training programs. The HSDM and traditional graduates were asked to evaluate and compare their performance in selected areas with those of their co-residents from either a PBL curriculum or a traditional curriculum. The directors of each program were also asked to assess HSDM graduates relative to other graduates in the program based on the same aspects. Overall, HSDM graduates rated themselves more highly than non-HSDM graduates on all competencies. No significant difference between HSDM and non-HSDM responses was found in general dental knowledge, specialty specific knowledge, preclinical skills, clinical skills, communication with staff, and patient education, whereas significant differences (p<0.05) were found for communication with patients, critical thinking, independent learning, performance in small group settings, self-assessment, and teamwork. The data obtained from the program directors revealed corresponding results. The HSDM graduates' capacity for independent learning was rated as "excellent" by 65.31 percent of the directors and 80.95 percent of the HSDM graduates themselves. These findings suggest that the performance of HSDM graduates during their postdoctoral training met expectations and were similar to non-HSDM graduates for traditional residency program competencies. However, the PBL training appears to provide HSDM graduates with enhanced abilities in independent learning, communication, and cooperation skills.Dr. Thammasitboon is an Instructor,

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“…If the introduction of a PBL curriculum has no clear effect on the selection of pathology as a career, this should come as no surprise given that PBL appears to have had similarly minimal results on a variety of outcomes. Whether the measure is standardized certification examinations [9,[12][13][14][15][16], course examinations [17][18][19], clerkship evaluations [20], or student self-perception of knowledge [19], in general there appears to be minimal or no difference between medical students which can be independently attributed to PBL versus non-PBL instruction.…”

Section: Discussionmentioning

confidence: 99%

Influence of a problem-based learning curriculum on the selection of pathology as a career: evidence from the Canadian match of 1993-2004

Ford

2005

Human Pathology

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Long-term follow up of factual knowledge after a single, randomised problem-based learning course

Cited by 21 publications

References 10 publications

A randomized controlled trial evaluating the impact of knowledge translation and exchange strategies

A randomized controlled trial evaluating the impact of knowledge translation and exchange strategies

Problem‐Based Learning at the Harvard School of Dental Medicine: Self‐Assessment of Performance in Postdoctoral Training

Influence of a problem-based learning curriculum on the selection of pathology as a career: evidence from the Canadian match of 1993-2004

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