Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula

Table 3 Evaluation of competencies as taught in medical school

	*PBL-based Curriculum*	*Conventional Curriculum*	*p-value*	*Effect size*
Independent learning/working	5.61 ± 0.7	4.11 ± 1.3	< 0.001	large
Practical medical skills	4.38 ± 0.7	2.59 ± 1.2	< 0.001	large
Psycho-social competence	5.45 ± 0.7	2.54 ± 1.3	< 0.001	large
Team work	5.33 ± 0.9	3.19 ± 1.3	< 0.001	large
Problem-solving skills	5.26 ± 0.8	3.28 ± 1.2	< 0.001	large
Medical knowledge	4.38 ± 1.0	4.69 ± 0.9	0.002	small
Interdisciplinary thinking	5.44 ± 0.7	3.33 ± 1.1	< 0.001	large
Business competence	2.14 ± 1.2	1.35 ± 0.7	< 0.001	large
Research competence	2.57 ± 1.3	3.10 ± 1.3	< 0.001	small

Ratings are provided as mean ± standard deviation on a 6-point Likert scale, where "6" indicated "very intensively", and "1" indicated "not at all" taught in medical school. For significant differences, a small, moderate, and large effect size was defined as Hedges' g <0.5, 0.5-0.8, and >0.8, respectively.

ISSN: 1472-6920