Objectives: To compare learning outcomes of problem-based learning (PBL) between pre-clinical and clinical years of medical students.
Methods: The questionnaires were sent to medical students who enrolled during academic year 2012-2015 and they were asked their personal opinion on learning outcomes from PBL by using Likert scale (0-5). The returned questionnaires were divided into pre-clinical (2nd-3rd) and clinical (4th-5th) year groups. The difference of opinion rates between both groups were compared by using the independent t Test.
Results: The response rate of the questionnaire was 98%. The most of medical students learned by PBL more than 10 times a year. The opinion rates about learning capacity, skills, communications, teamwork and self-assessment were in much agree level (4.34-4.75). The process of applying to reality situation, knowledge management and self-knowledge management were different with statistical significance between both groups (p<0.05). Both groups agree that PBL is a collaborative process (p=0.97). In the pre-clinical students, PBL has made them more applicable to classroom learning. While clinical students found that PBL enabled them to be applied outside the classroom, more specifically, the application of real patient problems improved.
Conclusion: Although the skills learned from the PBL were different between pre-clinical and clinical year groups. Group work is still an important factor in successful PBL. When the facilitators understand the specific objectives of mutual learning in PBL, it will encourage medical students to learn effectively.