Does Problem-Based Learning Improve Residents' Self-directed Learning?

T HIS STUDY 1 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 to PBL engaged in significantly higher levels of self-directed learning than their counterparts.