An Analysis of Progress Test Results of PBL and Non-PBL Students.

Compares the academic achievement of students from two Dutch medical schools, one employing problem-based learning (PBL) and one using non-PBL methods. No systematic differences were found on total test scores. Differences were demonstrated only at the level of individual questions. Results indicate that PBL and non-PBL instructional methods have similar effects on medical factual knowledge. (Author/PVD)