Residents' evaluation of a problem-based learning curriculum in a general surgery residency program

Richard W. Schwartz, Michael B. Donnelly, David A. Sloan, William E. Strodel

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


METHODS: To determine residents' satisfaction with problem-based learning and its tutors, to determine how residents prepare for sessions, and to identify the characteristics of both effective sessions and tutors, we analyzed 132 evaluations from 24 residents who completed I or more of the 9 cases presented during the first 9 months of our program. The 38-item evaluation questionnaire asked residents to rate tutor characteristics, various aspects of the sessions, and methods used to prepare for the sessions. RESULTS: Residents were well satisfied with the problem-based learning sessions and with the logistics of our program; they found the overall quality of the tutor more important than that of the case; they valued an active, thought-provoking tutor more than a traditional facilitator; and they most often used standard textbooks to prepare for the sessions. CONCLUSIONS: Problem-based learning is a practical, enjoyable graduate curricular vehicle when implemented with well-written cases and active tutors.

Original languageEnglish
Pages (from-to)338-341
Number of pages4
JournalAmerican Journal of Surgery
Issue number4
StatePublished - Apr 1997

Bibliographical note

Copyright 2007 Elsevier B.V., All rights reserved.

ASJC Scopus subject areas

  • Surgery


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