000			04415nam a22004577a 4500
003			PILC
005			20240720153331.0
008			240705b |||||||| |||| 00| 0 eng d
040			_beng _cFEU-NRMF MEDICAL LIBRARY _drda
041			_aeng
050			_aM CFM 2024 0012
100	1		_aAtibagos Jr., Florida _eauthor
245	0	1	_aA Comparison of outcomes of traditional, problem-based, and outcome-based curriculum in medicine: A systematic review / _b[author]: Florida Atibagos Jr., Selina Cayl Agoot, Saeeda Almuqahwi, Jeremie Anne Arciaga, Vhea Bartolome, Rosanna Bucag, Othoniel Bungalso Jr. Hannah Agape, Naomi Castillo, Charisse Chavez, Patricia Therese Chiombon, Austine Joy Cui, Red Destacamento, Dominic John Felix, BAstianelle Maurine Gerard Flores, Alyssa Marie Franciscco, Marinel Khyle Gatus, Sarah Alyssa Ibay, Maria Patricia Denille Inciong
260			_aQuezon City, Philippines: _bFEU-Dr. Nicanor Reyes Medical Foundation Institute of Medicine, _c2024
300			_c28cm _a19pages
336			_2rdacontent _acontent
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
504			_aIncludes Appendix
520			_aABSTRACT: Background: Medical educators are reevaluating traditional teaching methods in light of concerns about their efficacy in fostering essential skills and lifelong learning values among students. Outcome-based education (OBE) and Problem-Based Learning (PBL) has emerged as promising alternatives, emphasizing problem - solving skills and adult learning principles. However, evidence supporting its superiority over traditional methods remains inconclusive. This systematic review compares outcome-based, traditional, and problem-based curricula in medical education, focusing on their impact on student success and preparedness for clinical practice. Understanding the effectiveness of different educational approaches is crucial for optimizing medical education practices and improving outcomes. This review aims to inform educators and policymakers on the most effective curriculum design for medical schools. Methods: This systematic review included observational studies comparing success/failure rates among medical students in traditional-based, problem-based, and outcome-based curricula. Participants were medical students enrolled in or graduated from medical schools, with no nationality restrictions. Studies comparing the outcomes of students exposed to different curricula were included. Outcomes focused on success/failure rates in licensure exams, residency, fellowship, specialty/subspecialty training, competency, and practice preparedness. Searches were conducted on PubMed and Google Scholar using relevant keywords. Data extraction, screening, and selection were performed independently by six authors, with discrepancies resolved by a seventh author. Results: A total of 411 studies were initially identified, with 406 excluded following review, leaving five studies meeting inclusion criteria. Data collected included experiment details, sample size, exam passing rates, preparedness, and medical competency levels. To determine the statistically significant difference between the three curriculums, a chi-square test was used. Results show that for all the evaluated outcomes, traditional education, OBE, and PBL are statistically different. With regards to medical competency and preparedness for medical practice, PBL is more advantageous than OBE and traditional education. Keywords: Medical education, Traditional Curriculum, Problem-based learning, Outcome-based learning.
521			_azara'at
700			_aAgoot, Selina Cayl _eauthor
700			_aAlmuqahwi, Saeeda _eauthor
700			_aArciaga, Jeremie Anne _eauthor
700			_aBartolome, Vhea _eauthor
700			_aBucag, Rosanna _eauthor
700			_aBungalso Jr., Othoniel _eauthor
700			_aAgape, Hannah _eauthor
700			_aCastillo, Naomi _eauthor
700			_aChavez, Charisse _eauthor
700			_aChiombon, Patricia Therese _eauthor
700			_aCui, Austine Joy _eauthor
700			_aDestacamento, Red _eauthor
700			_aFelix, Dominic John _eauthor
700			_aFlores, Bastianelle Maurine Gerard _eauthor
700			_aFranciscco, Alyssa Marie _eauthor
700			_aGatus, MArinel Khyle _eauthor
700			_aIbay, Sarah Alyssa _eauthor
700			_aInciong, Maria Patricia Denille _eauthor
942			_2lcc _cTH
999			_c12698 _d12698