RT Journal Article SR Electronic T1 Problem based learning in a junior doctor teaching programme JF Archives of Disease in Childhood JO Arch Dis Child FD BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health SP 275 OP 278 DO 10.1136/adc.2003.037630 VO 90 IS 3 A1 Goodyear, H M YR 2005 UL http://adc.bmj.com/content/90/3/275.abstract AB Background: Problem based learning (PBL) is used increasingly in undergraduate medical education, but there are few postgraduate medical studies.Aim: To compare SHO learning outcomes for a PBL course with a traditional didactic course.Methods: As part of their protected teaching programme, 14 senior house officers (SHOs) were taught about paediatric dermatology using a traditional didactic course. Six months later, the new SHOs received a PBL course including small group teaching and a study guide. Both the traditional and the PBL group were assessed using multiple choice questions (MCQs), an objective structured clinical examination (OSCE), and pre- and post-course self-assessment sheets. SHOs completed course evaluation sheets.Results: There was no significant difference in learning outcome between the traditional and PBL courses as assessed by the MCQs, OSCE, and self-assessment sheets. The PBL course was well appreciated by SHOs who liked variety in the teaching programme.Conclusions: The PBL and traditional course had equivalent learning outcomes. PBL adds variety to junior doctor protected teaching programmes and can be a useful tool for doctors working shift patterns.