Learning contexts at two UK medical schools: a comparative study using mixed methods.

Area of Science:

• Medical Education Research
• Cognitive Psychology in Learning

Background:

• Learning context profoundly influences student approaches.
• Medical school curricula vary, impacting learning strategies.
• This study compares conventional and problem-based learning (PBL) contexts in UK medical schools.

Purpose of the Study:

• To investigate how different UK medical school curricula affect student learning approaches.
• To compare learning experiences in conventional versus PBL environments.

Main Methods:

• Qualitative interviews with 3rd-year medical students from conventional and PBL schools.
• Quantitative questionnaires measuring learning phenomena identified in interviews.
• Comparative analysis of data from 36 students across two UK medical schools.

Main Results:

• Students in PBL curricula engaged in tutorials, stimulating prior knowledge and identifying learning needs.
• Students in lecture-based curricula focused on information acquisition and exam preparation.
• PBL students demonstrated significantly higher scores in learning reflection, self-efficacy, and deep learning approaches.

Conclusions:

• Medical school curriculum design demonstrably shapes student learning approaches.
• PBL environments promote integrated, deep learning, contrasting with surface learning in conventional settings.
• Curricular differences have significant implications for the accessibility and sustainability of medical education outcomes.