Özet:

AIM: Our goal is to compare the success level of the students on the subjects the upper extremity and shoulder anatomy applied by the problem-based education method and the anatomy of the arm, forearm and hand applied by the classical education during the 2002-2003 education year. One year later during the 2003-2004 education year, we applied the true exam about the same subjects to the same students in order to obtain the success level and compare the two distinct education methods, (the problem-based education and the classical education.) METHOD: Mediterranean University, Faculty of Medicine, 1st Year students were the test group. During the 2002-2003 academic year two types of examinations were applied to the students. The examination about the upper extremity and shoulder anatomy was done according to the problem-based education method, the other examination about the arm, forearm and hand anatomy was done according to the classical method. After one year, during the 2003-2004 academic period, the same questions were applied in an examination in order to obtain the success level of the students. FINDINGS: When we compared the average point of the examination results, done according to the problem-based education and the average point of the examination results done according to the classical education applied in the 2002-2003 education year, we did not find any statistical difference between the average points of the two examinations. There was also no statistical difference between the average points of the same exams that applied one year later. RESULTS: Our results have shown that there is no statistical difference between the education methods, the problem-based education and the classical education and the average points of the students' taken both from the 2002-2003 education year exams and both from the following year exams.

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