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Prospective comparison of student-generated learning issues and resources accessed in a problem-based learning
1Faculty of Medicine, University of Calgary, Calgary, Alberta, Canada. pamela.veale@calgaryhealthregion.ca
Medical Teacher
|September 6, 2007
Summary
Student learning issues in problem-based learning (PBL) showed variability in content and resources used, despite consistent study time. Electronic resource use increased over four years.
Area of Science:
- Medical Education
- Problem-Based Learning
- Curriculum Development
Background:
- Variability in content coverage and study activities exists between problem-based learning (PBL) groups.
- Factors influencing PBL group dynamics require further investigation.
Purpose of the Study:
- To analyze student-generated learning issues in PBL.
- Compare student learning issues with faculty objectives.
- Assess the stability of student learning issues over time.
- Investigate student resource access and changes over four years.
Main Methods:
- Collected student-generated learning issues from a PBL course (2002-2005).
- Compared student issues with faculty 'key feature' objectives.
- Analyzed student-recorded resources and research time.
Main Results:
- Moderate correspondence between medical content learning issues and faculty objectives.
- Lower identification of non-medical 'key feature' objectives (e.g., communication, ethics) by students.
- Consistent student study time across cases, groups, and years.
- Increased use of electronic resources over time.
- Student resource choices did not always align with provided case materials.
Conclusions:
- Significant variability in the content of learning issues and accessed resources was observed among PBL groups.
- Student study time remained stable, but the depth and breadth of learning issues varied.
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