The effect of a problem -based learning curriculum on performance on the Physician Assistant National Certifying Examination.

摘要

Problem-based learning (PBL) is a curricular innovation that has been growing in acceptance for the past 30 years. The innovation took root in medical schools, spread to nursing and allied health education programs, and has now been implemented in disciplines as diverse as undergraduate sciences. It was the purpose of this study to determine what problem-based learning activities are being undertaken in physician assistant programs. The research question under investigation was: Problem-based learning (PBL) has been increasingly used in Physician Assistant educational programs. What is the current level of utilization of PBL in the universe of Physician Assistant education? A subsidiary question under investigation was: How has this curricular change affected academic achievement as measured by performance on the Physician Assistant National Certifying Examination (PANCE)? The null hypothesis under investigation stated that there was no significant difference in educational achievement among graduates of physician assistant programs based upon the level of problem-based learning activities in the curriculum. Rejection of this null hypothesis will result in acceptance of an alternative hypothesis asserting that physician assistant programs with higher levels of PBL activity will have graduates with higher academic achievement than physician assistant programs with lower levels of PBL activity. It was determined that, although most PA programs engage in some form of problem-based learning, traditional lecture-based learning predominated. It was also determined that problem-based learning activity level was not a reliable predictor of success on PANCE outcome measures. Conclusions derived from this study included the need to convey the value in sharing certification exam results to program directors and national physician assistant organizations. Limitations of this study, most notably a small response rate, could be improved upon by incorporating questions concerning PBL activity into annual reports by national PA organizations. Also, alternative outcome measures, more appropriate to problem-based learning, should be investigated in the future.