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Updated: Jun 6, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Is learning in problem-based learning cumulative?

Elaine H J Yew¹, Esther Chng, Henk G Schmidt

¹Centre for Educational Development, Republic Polytechnic, Singapore. Elaine_yew@rp.sg

Advances in Health Sciences Education : Theory and Practice

|December 17, 2010

Summary

Learning in problem-based learning (PBL) phases is cumulative, with each stage building upon the last. This study confirms the sequential nature of PBL, enhancing understanding of student learning processes.

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Last Updated: Jun 6, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Published on: December 9, 2022

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Medical Education
Cognitive Science

Background:

Problem-based learning (PBL) is a pedagogical approach involving collaborative and self-directed learning across distinct phases.
Understanding the cumulative nature of learning within PBL is crucial for optimizing educational strategies.

Purpose of the Study:

To investigate whether learning in the different phases of PBL is cumulative.
To determine if learning in each phase depends on the outcomes of the preceding phase.

Main Methods:

Assessed scientific concept recall in 218 students at the conclusion of each PBL phase.
Employed structural equation modeling to analyze the relationships between learning in successive PBL phases.

Main Results:

The hypothesized cumulative learning model demonstrated a strong fit with the collected data.
Models suggesting learning was solely predicted by collaborative or self-directed learning phases did not fit the data.
Student learning in each PBL phase was significantly influenced by prior phases.

Conclusions:

Learning within the problem-based learning cycle is cumulative and sequentially dependent.
The findings support the integrated PBL cycle: problem analysis, self-directed learning, and reporting.
An effective method for quantifying student learning throughout the PBL process was established.