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Problem-based learning : is anatomy a casualty ? INTRODUCTION The teaching of medical anatomy is changing . Medical schools worldwide are moving away from dissection and lectures to a more integrated course , where basic science and clinical skills are taught simultaneously . Medical students on these integrated courses have reported a lack of confidence in their basic science knowledge , especially concerning anatomy . Our aim was to perform a randomised controlled trial ( RCT ) to compare anatomical knowledge of two groups of second-year medical students , the first group taught on a traditional course , the second on an integrated course . MATERIALS AND METHODS Testing was done using a Questionnaire in a " True/False " format . There were 80 students in each group . There was no penalty for an incorrect answer . The test was performed under examination conditions . Papers were marked under blind conditions . Results were analysed using a Student 's t test analysis . RESULTS Those students taught on a traditional course exhibited a significantly higher level of basic anatomical knowledge ( p < 0.001 ) than those taught on an integrated course . The students taught on an integrated course showed a much greater range of results . CONCLUSIONS Students taught on a traditional course have a higher level of anatomical knowledge than those taught on an integrated course . Our results differ from previous studies done in Europe which show no difference between the courses .
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Intervention_Educational
Problem-based learning :
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the first group taught on a traditional course , the second on an integrated course
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.
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Outcome_Other
level of basic anatomical knowledge
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Outcome_Other
range of results
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Outcome_Other
anatomical knowledge
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Participant_Sample-size
80 students in each group