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Quality of student-generated learning issues in a problem-based curriculum
Marianne M. Van Den Hurk1, Diana H.J.M. Dolmans, Ineke H.A.P. Wolfhagen
1Department of Educational Research & Development, Maastricht University, The Netherlands.
Medical Teacher
|July 6, 2002
Summary
First-year medical students struggle to formulate effective learning issues in problem-based learning (PBL). Most issues lack clarity and conciseness, hindering individual study and group understanding.
Area of Science:
- Medical Education
- Curriculum Development
Background:
- Problem-based learning (PBL) relies on student-generated learning issues.
- Effective learning issues require keywords, conciseness, and clarity for successful study.
Purpose of the Study:
- To evaluate the quality of learning issues formulated by first-year medical students.
- To identify characteristics of well- and poorly-formulated learning issues.
Main Methods:
- Collected learning issues from first-year PBL tutorials at Maastricht Medical School.
- Assessed learning issues against three quality criteria using first-year student evaluations.
Main Results:
- 21-32% of learning issues scored high on all quality criteria.
- 5-2% of learning issues scored low on all criteria.
- Most issues exhibited mixed quality, often containing keywords but lacking conciseness and clarity.
Conclusions:
- First-year medical students require further training in formulating high-quality learning issues.
- Improving learning issue formulation is crucial for effective problem-based learning.