Original Contribution LEARNING BEHAVIOUR OF STUDENTS IN AN INNOVATIVE PROBLEM-BASED LEARNING AND TRADITIONAL CURRICULUM

The aim of the present study was to compare the learning behaviour of undergraduate medical students in an innovative problem-based learning (PBL) and traditional curriculum. The results show that of the students in the innovative PBL track and less than the half of the students in the traditional curriculum prepare regularly for PBL tutorials and practicals (71,28 % / 44,13%) (р = 0,001). Only 1/8 of the students in the PBL curriculum and half of the traditionally instructed students do not study regularly but only for colloquiums (12,87 % /49,39%) (р = 0,001). No significant difference was found in regard to the consistent sitting for colloquiums (75,25 % / 77,33%) and lecture attendance (56,43 % / 61,13%). Key words: problem-based learning, traditional curriculum, undergraduate medical students, learnin