Changes of Epistemological Beliefs and Self-regulated Learning in Problem-based Learning

Area of Science:

• Medical Education Research
• Cognitive Psychology
• Learning Sciences

Background:

• Epistemological beliefs (EBs) shape understanding of knowledge and learning.
• Self-regulation (SR) involves monitoring and managing cognitive strategies.
• Problem-based learning (PBL) is a constructivist approach fostering meaningful learning.

Purpose of the Study:

• To investigate changes in medical students' epistemological beliefs (EBs).
• To assess alterations in self-regulated learning (SRL) after implementing PBL.
• To compare pre- and post-PBL EB and SRL measures.

Main Methods:

• Surveyed 123 third-year medical students at Chonnam National University Medical School (CNUMS).
• Administered questionnaires on epistemological beliefs and self-regulated learning.
• Collected data before and after the PBL curriculum.

Main Results:

• Positive change observed in EBs related to rigid learning.
• Negative changes noted in EBs concerning knowledge certainty and acquisition speed.
• Significant improvement in SRL, specifically self-efficacy and self-regulation, post-PBL.

Conclusions:

• PBL positively impacted self-efficacy and self-regulation in medical students.
• EBs regarding knowledge certainty and acquisition speed were negatively affected, potentially by other learning environments.
• Partial PBL implementation may not sufficiently elevate higher-level epistemological beliefs.