Changes in student approaches to learning with the introduction of computer-supported problem-based learning.

Area of Science:

• Medical Education
• Educational Technology

Background:

• Problem-based learning (PBL) is a key pedagogical approach in medical education.
• Distributed problem-based learning (DPBL) integrates technology to support PBL.
• Understanding how DPBL impacts student learning is crucial for optimizing educational strategies.

Purpose of the Study:

• To investigate the effects of computer-supported, distributed problem-based learning (DPBL) on medical students' learning approaches.
• To assess changes in students' use of learning strategies, mental models, and resource utilization.

Main Methods:

• A 12-week clinical placement incorporating DPBL was implemented for 10th-term medical students (n=61) at the University of Oslo.
• A questionnaire was administered before and after the DPBL period to evaluate learning styles, PBL engagement, and information and communication technology (ICT) familiarity.
• Data analysis focused on changes in self-reported learning strategies and resource preferences.

Main Results:

• DPBL did not significantly alter students' general learning strategies or mental models.
• Students reported reduced reliance on group discussions and tutor input, perceiving themselves as less active in groups and expecting less from tutors.
• There was an increase in web-based resource and expert utilization, and a decrease in textbook and peer discussion usage.
• Familiarity with ICT correlated with perceived tutor influence.

Conclusions:

• While general learning approaches remained stable, DPBL influenced students' expectations regarding group work and tutor roles.
• Increased reliance on web resources and experts was observed, potentially linked to enhanced ICT familiarity.
• These findings suggest a shift in resource preference and interaction dynamics within a computer-supported learning environment.