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

Table 2 Evaluation of required competencies at the day-to-day work of physicians

	*PBL-based Curriculum*	*Conventional Curriculum*	*p-value*	*Effect size*
Independent learning/working	5.01 ± 1.6	5.19 ± 0.9	0.37	---
Practical medical skills	5.08 ± 1.6	5.17 ± 1.2	0.68	---
Psycho-social competence	4.83 ± 1.7	4.89 ± 1.3	0.90	---
Team work	4.91 ± 1.6	4.84 ± 1.1	0.43	---
Problem-solving skills	4.86 ± 1.5	4.81 ± 1.0	0.59	---
Medical knowledge	4.43 ± 1.2	4.78 ± 1.0	0.02	small
Interdisciplinary thinking	4.56 ± 1.5	4.17 ± 1.1	0.39	---
Business competence	3.55 ± 1.4	3.53 ± 1.6	0.92	---
Research competence	3.78 ± 1.6	2.92 ± 1.5	<0.001	moderate

Results for each group were expressed as mean ± standard deviation on this 6-point Likert scale, where "6" indicated "very intensively", and "1" indicated "not at all" required at the day-to-day work of physicians. 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