Supervisor and Self-Ratings of Graduates From a Medical School With a Problem-Based Learning and Standard Curriculum Track

Abstract

Ratings by supervisors for both groups and both rating times are above average in the rating scale. Supervisors differentiated between the curricula tracks in postgraduate year 3 (PGY-3), rating Standard Curriculum graduates higher than PBL graduates in 5 of 6 noncognitive items and in two of three general ratings. Supervisor ratings increased between PGY-1 and PGY-3 for Standard Curriculum graduates in 9 of the competencies, whereas there were no changes for PBL graduates. In conclusion, performance differences and effect sizes are minimal, and it is possible to conclude that graduates from the 2 curricular tracks achieve at similar levels during their residency programs.