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Approaches to learning in a problem-based medical programme: a developmental study.

M L De Volder1, W S De Grave

  • 1University of Limburg, Maastricht, The Netherlands.

Medical Education
|May 1, 1989
PubMed
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Problem-based learning in Maastricht

Area of Science:

  • Medical Education
  • Pedagogy

Background:

  • The Maastricht problem-based learning program is a unique medical curriculum.
  • Understanding the impact of introductory phases on student learning is crucial.

Purpose of the Study:

  • To investigate the effect of the introductory phase of the Maastricht problem-based medical program on student study methods.
  • To determine if problem-based learning training influences study approaches.

Main Methods:

  • 142 medical students completed the Short Inventory of Study Approaches.
  • Data collected at the start and end of the introductory period.

Main Results:

  • Student study methods were significantly influenced by the introductory phase.
  • Training in problem-based learning during the introductory period fostered specific study methods.

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Conclusions:

  • The introductory phase of the Maastricht problem-based medical program effectively shapes student study methods.
  • Problem-based learning is a key factor in developing effective study approaches for medical students.