Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula

Background: Problem-based Learning (PBL) has been suggested as a
key educational method of knowledge acquisition to improve medical
education. We sought to evaluate the differences in medical school
education between graduates from PBL-based and conventional
curricula and to what extent these curricula fit job requirements.
Methods: Graduates from all German medical schools who graduated
between 1996 and 2002 were eligible for this study. Graduates
self-assessed nine competencies as required at their day-to-day
work and as taught in medical school on a 6-point Likert scale.
Results were compared between graduates from a PBL-based curriculum
(University Witten/Herdecke) and conventional curricula. Results:
Three schools were excluded because of low response rates. Baseline
demographics between graduates of the PBL-based curriculum (n =
101, 49% female) and the conventional curricula (n = 4720, 49%
female) were similar. No major differences were observed regarding
job requirements with priorities for "Independent learning/working"
and "Practical medical skills". All competencies were rated to be
better taught in PBL-based curriculum compared to the conventional
curricula (all p < 0.001), except for "Medical knowledge" and
"Research competence". Comparing competencies required at work and
taught in medical school, PBL was associated with benefits in
"Interdisciplinary thinking" (Delta + 0.88), "Independent
learning/working" (Delta + 0.57), "Psycho-social competence" (Delta
+ 0.56), "Teamwork" (Delta + 0.39) and "Problem-solving skills"
(Delta + 0.36), whereas "Research competence" (Delta - 1.23) and
"Business competence" (Delta - 1.44) in the PBL-based curriculum
needed improvement. Conclusion: Among medical graduates in Germany,
PBL demonstrated benefits with regard to competencies which were
highly required in the job of physicians. Research and business
competence deserve closer attention in future curricular
development.