Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

On the additional value of lectures in a problem-based curriculum.

Henk van Berkel1, Henk Schmidt

  • 1Faculty of Health Sciences, Maastricht University, Maastricht, The Netherlands. h.vanberkel@educ.unimaas.nl

Education for Health (Abingdon, England)
|April 5, 2005
PubMed
Summary

This study found that lecture quality does not impact study time, achievement, or interest in problem-based learning (PBL). However, lectures may help organize study efforts and contextualize problems within PBL.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Going beyond competencies: Building blocks for a patient- and population-centered medical curriculum.

Medical teacher·2024
Same author

Influence of tutor interventions and group process on medical students' engagement in problem-based learning.

Medical education·2024
Same author

Measurement of student engagement in health professions education: a review of literature.

BMC medical education·2023
Same author

Improving Handoff by Deliberate Cognitive Processing: Results from a Randomized Controlled Experimental Study.

Joint Commission journal on quality and patient safety·2021
Same author

It's the destination: diagnostic accuracy and reasoning.

Advances in health sciences education : theory and practice·2019
Same author

Measuring medical students' professional competencies in a problem-based curriculum: a reliability study.

BMC medical education·2019

Area of Science:

  • Medical Education
  • Cognitive Psychology

Background:

  • Problem-based learning (PBL) is a constructivist educational approach.
  • The role of traditional lectures within PBL remains a subject of investigation.

Purpose of the Study:

  • To investigate the added value of lectures in problem-based learning.
  • To determine if lecture quality influences self-study time, intrinsic interest, and academic achievement.

Main Methods:

  • A structural equation model was employed to test the hypothesis.
  • Data were collected from a large sample of 1500 students.

Main Results:

  • Lecture quality did not significantly affect time spent on self-study.
  • No positive influence of lecture quality on academic achievement was found.

Related Experiment Videos

  • Intrinsic interest in the subject matter was not enhanced by lecture quality.

    • Conclusions:

    • Lecture quality does not appear to directly enhance key learning outcomes in PBL.
    • Post-hoc analysis suggests lectures may serve secondary roles in organizing study and contextualizing problems.
    • Further research is needed to understand the nuanced contributions of lectures within PBL frameworks.