CORRELATION BETWEEN SCORES IN PBL SESSIONS WITH THOSE IN PBL EXAMS, MULTIPLE-CHOICE TESTS, AND THE FINAL QUALIFICATION, IN FIRST-YEAR MEDICAL STUDENTS TAKING AN INTEGRATIVE BIOLOGY MODULE

Problem-Based Learning (PBL) is an educational methodology centered on the student and applied in our Medical School since its beginning in 2008.

Here we have correlated the scores obtained by each student in PBL sessions with those in other activities of the subject: "Introduction to the study of Medicine: Homeostasis and regulation (3109G01001; 15 credits)", taken by first-year medical students. We have analyzed that from the academic year 2010-2011 up to, and including, 2015-2016. In this subject, or quarterly module, students learn the molecular and cellular basis of medicine. The subject integrates basic concepts of biochemistry, cell biology and genetics. Activities are evaluated separately, each of which must be passed independently. PBL sessions and the multiple-choice scores account each for 40% of the global qualification. A written PBL exam is limited to the remaining 20%. Paradoxically, in spite of this reduced percentage, it is the one implying more work of preparation and correction by teachers, and the one attempting to evaluate the student's progress according to the methodology applied. There are 2 exams, in the middle and at the end of the module, and each one consists of 2 parts. In the first part, a case is presented to the students, which find a potential explanation (hypothesis) that justifies the situation, relating and integrating knowledge learnt throughout the module. In the second one (done 2-3 days later), students answer specific questions related to the situation presented.

We have calculated the quotient of each student's PBL session score with scores in:
(1) the PBL exam;
(2) the multiple-choice; and
(3) the final score.

To analyze the students' progress, and the potential advantage of performing two exams (when possible), we have separately analyzed scores from the first and second PBL exam, as well as from the two parts of each. We present here the relationship as average per course to see the trend in the courses analyzed, in which the evaluation criteria practically did not change. We will comment on possible interpretations and measures to be taken when a ratio is obtained substantially higher than 1, implying possible overestimation in PBL sessions and/or undervaluation in the other activities.