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Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational

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Summary

Integrating curriculum significantly enhances deep learning approaches in medical students, regardless of teaching format. An integrated lecture-based curriculum proved as effective as problem-based learning (PBL) in promoting deeper learning strategies.

Keywords:
Educational contextintegrated curriculumlearning approachesmedical educationpath analysis modelsproblem-based learningstudent perception of the educational contextundergraduate medical students

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Area of Science:

  • Medical Education Research
  • Cognitive Psychology
  • Educational Environment Studies

Background:

  • Student learning approaches are crucial for effective learning.
  • Influencing deep learning is complex, even in active learning settings.
  • Perception of the educational environment significantly impacts learning approaches, but the interplay is poorly understood.

Purpose of the Study:

  • To investigate the relationships between students' perception of their educational context and their learning approaches.
  • To compare learning approaches in traditional lecture-based, integrated lecture-based, and integrated problem-based learning (PBL) environments.
  • To test the hypothesis that PBL and integrated curricula promote deeper learning approaches, mediated by student perception.

Main Methods:

  • Survey administered to 1394 medical students across three distinct curricula.
  • Utilized the Dundee-Ready-Educational-Environment-Measure for perception assessment and the Revised-Study-Process-Questionnaire for learning approaches.
  • Path analysis employed to examine direct and mediated relationships between the learning environment, perception, and learning approaches.

Main Results:

  • The learning environment influences learning approaches through both direct and perception-mediated pathways.
  • Integrated lecture-based curricula showed cumulative positive effects on deeper learning approaches.
  • In PBL curricula, direct and mediated paths had opposing effects, resulting in no significant increase in deeper learning approaches compared to lectures.

Conclusions:

  • An integrated lecture-based curriculum is as effective as an integrated PBL curriculum in fostering deep learning approaches.
  • Curriculum integration is a critical factor in promoting deeper learning, potentially more so than the teaching format (PBL vs. lecture).
  • Educational institutions should prioritize curriculum integration to enhance student learning strategies.