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Self-directed learning and student pragmatism.

Gaynor Lloyd-Jones1, Tony Hak

  • 1Medical Teaching Organisation, University of Edinburgh Medical School, Teviot Place, Edinburgh EH8 9AG. Gaynor.Lloyd-Jones@ed.ac.uk

Advances in Health Sciences Education : Theory and Practice
|January 24, 2004
PubMed
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Medical students in problem-based learning (PBL) courses often rely on faculty resources rather than self-directed learning. Social factors and faculty guidance significantly influence student practice, potentially undermining PBL

Area of Science:

  • Medical Education
  • Curriculum Development
  • Pedagogy

Background:

  • Problem-based learning (PBL) is a pedagogical approach recommended by the General Medical Council (GMC) for medical undergraduate courses.
  • Implementing PBL requires careful consideration of social, curricular, and contextual factors influencing student experience.

Purpose of the Study:

  • To explore student experiences and practices in a newly implemented PBL medical undergraduate course.
  • To identify social, curricular, and contextual factors affecting student adaptation to PBL.

Main Methods:

  • A multiple case study design was employed, utilizing qualitative data from participant observation, interviews, and focus groups.
  • Quantitative data were collected through surveys to supplement qualitative findings.

Related Experiment Videos

  • The study involved two successive cohorts of first-year medical students at the University of Liverpool between 1996 and 1998.

    • Main Results:

    • Initial findings revealed student insecurity and a persistent dependence on faculty resources, contrary to PBL principles.
    • Peer interaction reinforced resource dependence, with uncertainty diminishing over time.
    • Second case study findings indicated that while initial uncertainty was reduced by peer advice, insecurity and social comparison resurfaced with changes in PBL groups and tutors.

    Conclusions:

    • Student learning in this PBL setting was socially negotiated and faculty-directed, not self-directed.
    • The study questions the effectiveness of PBL curricula in meeting stated goals and GMC recommendations without strict adherence to educational principles.
    • Faculty guidance and social dynamics significantly shape student learning within PBL environments.