ABSTRACT BACKGROUND: Although Problem-based learning (PBL) approach is a common teaching technique in medical education, its use in the field of respiratory therapy is somewhat controversial. With so many programs adopting PBL strategies, it is important to examine whether there are differences between PBL and traditional teaching approaches in regards to learning outcomes. Therefore, the purpose of this study was to investigate if there are any significant differences between PBL and lecture-based program students in their cognitive abilities in mechanical ventilation. METHODS: Two universities with BS programs in respiratory therapy were chosen—one uses PBL (15 participants) and on uses lecture-based method (24 participants). All 39 participants were given10 multiple-choice questions related to mechanical ventilation derived from the NBRC RRT written exam forms (C & D) as a pre and a post test. RESULTS: The dependent t-test showed a significant difference between the pre and post test of the lecture-based and the PBL groups, resulting in a p value of 0.006 and 0.025 respectively. The independent t-test showed a significant difference in the pre-test favoring the lecture-based group (p = 0.039). However, the independent t-test showed no significant difference in the post-test (p=0.085) CONCLUSIONS: PBL is increasing in popularity despite the fact that studies of its efficacy have been thus far inconclusive. This study has shown PBL to be effective, but not significantly more effective than traditional lecture-based methods in regards to objective test scores.

BACKGROUND: Problem-based learning (PBL) is a pedagogy commonly used in medical education which utilizes small discussion groups led by a facilitator to learn by discussing a problem or case study. Some research suggests that relative to conventional teaching, PBL is more effective in knowledge acquisition and retention due to its emphasis on contextualization and linking concepts, rather than memorization of facts. OBJECTIVES: The objective of this study is to compare PBL to lecture-based learning (LBL) module in pre-clinical PA and medical students. METHODS: This is a quasi-experimental crossover interventional study to be conducted with a 1st year PA class and a 2nd year medical school class from Boston University. The students will be assigned to either a control group who will take a LBL module or the interventional group who will take a PBL module. After completing the module the groups will crossover to take the opposing treatment and will be reassessed. The students will take a test at the start of the study, 1 week later before taking either the intervention or control treatment, another 1 week later prior to the cross treatment and a final test 1 week later. Each test will consist of 20 multiple-choice questions with a corresponding Likert scale question assessing the student level of confidence in their answer choice. RESULTS: The mean score, standard deviation, confidence interval and variance will be calculated for each test with the medical student and PA student scores combined. The level of knowledge acquisition will be separated between each group and by whether the student is a PA or medical student. The confidence values will be analyzed to determine if there is a relationship with knowledge acquisition in either of the treatments. DISCUSSION: This study will provide evidence as to whether PBL is superior to LBL in teaching ACS and chest pain to PA and medical students.