Problem-based learning in a multidisciplinary group enhances clinical decision making by medical students: A randomized controlled trial

BACKGROUND: The effect of multidisciplinaryeducation on clinical decision making by medicalstudents is not well known. METHODS: Twenty offourth, fifth or sixth year medical students wererandomly assigned to multidisciplinary groups(MultiG, n = 7) with two medical, pharmacy andnursing students or medical student groups (MedG,n = 10) with six medical students only and given atwo-day PBL program using evidence-basedmedicine (EBM) methodology. The main outcomemeasure is clinical decision making by medicalstudents for the case, measured by a 100 mmvisual analog scale (VAS). Additional patientinformation requested and self-evaluation of thePBL program were also measured. RESULTS:Correct answers to assess clinical epidemiologyknowledge increased significantly in both groups(4.1 to 9.9 points in MultiG, p < 0.001: 3.6 to 9.7points in MedG, p = 0.002), while scores atbaseline and post-program were not significantlydifferent. The number of additional patientinformation cards requested was not significantlydifferent (p = 0.10). After the program, the VAS forclinical decision making was significantly different(54 mm and 89 mm, p = 0.013), although preprogramvalues for both groups were similar.CONCLUSION: Pharmacy and nursing studentsmay have potential to change the clinical decisionmaking by medical students.