comparative] Guided Bestide (measured on a Gender: 38M, 18F commencing the Learning pedagogy likert scale), Students had higher clerkship when entering the Pre-clinical faculty expectations in clerkship N=30 (61%) advanced skills than Improved Gender: 15M, 15F preclinical and communication : clerkship faculty between students (p<0.05) and faculty required to convey No significant expectations of difference in basic preparedness for the science knowledge clinical clerkship expectations between the groups Prince (2005)[21] Netherlands To seek quantitative PBL-based 6-year Cross-sectional Clerkship students Student reported that More study time verification of the undergraduate mail-based survey N=71 (67%) the following Earlier patient qualitative findings program; four years consisting of 95 Gender: 19M 52F impacted on their contact to from the theory-oriented items (8 items on Mean age (SD): 23.1 transition into the facilitate group’s previous focus group preclinical training demographic (1.52) years clinical clerkship; an knowledge study[22] on incorporating clinical characteristics, 77 increase in workload, acquisition perceptions skills training and items measured on a variable patient students’ Better of the gap between two years clinical 5-point likert scale, contact, a change in introduction to
comparative] Guided Bestide Learning pedagogy (measured on a likert scale), when entering the clerkship Gender: 38M, 18F Pre-clinical faculty N=30 (61%) Gender: 15M, 15F : Students had higher expectations in advanced skills than preclinical and clerkship faculty (p<0.05) No significant difference in basic science knowledge expectations between the groups commencing the clerkship Improved communication between students and faculty required to convey expectations of preparedness for the clinical clerkship Prince (2005)[21] Netherlands To seek quantitative verification of the qualitative findings from the group’s previous focus group study[22] on students’ perceptions of the gap between PBL-based 6-year undergraduate program; four years theory-oriented preclinical training incorporating clinical skills training and two years clinical Cross-sectional mail-based survey consisting of 95 items (8 items on demographic characteristics, 77 items measured on a 5-point likert scale, Clerkship students N=71 (67%) Gender: 19M 52F Mean age (SD): 23.1 (1.52) years Student reported that the following impacted on their transition into the clinical clerkship; an increase in workload, variable patient contact, a change in More study time Earlier patient contact to facilitate knowledge acquisition Better introduction to
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