Exploring the relationship between learning approaches and problem-based learning: insights from a longitudinal study...

Area of Science:

• Medical Education
• Cognitive Psychology

Background:

• Problem-based learning (PBL) is theorized to promote deep learning approaches.
• The practical realization of PBL's benefits on learning approaches remains under investigation.
• Student characteristics and curriculum design may influence learning outcomes in PBL.

Purpose of the Study:

• To investigate the relationship between learning approaches, academic achievement, and student satisfaction in an integrated PBL medical curriculum.
• To explore changes in learning approaches among diverse student groups over the first year of study.
• To identify potential factors influencing the effectiveness of PBL.

Main Methods:

• A cohort of Year 1 undergraduate medical students from two UK institutions participated.
• The validated Study Process Questionnaire (SPQ) was administered at the beginning and end of Year 1.
• Associations between learning approaches, academic performance (written and clinical exams), and student satisfaction were analyzed.

Main Results:

• Deep motivation significantly decreased over the academic year.
• Certain student demographics (e.g., male, older, white, prior science degrees) showed lower deep motivation.
• Surface learning was negatively correlated with satisfaction in pharmacology and prescribing confidence, but no association was found with examination performance.

Conclusions:

• PBL did not consistently achieve its goal of promoting deep learning in this real-world setting.
• Learners exhibited a shift towards less favorable learning approaches, including increased surface learning and decreased deep motivation.
• Specific student groups may be more susceptible to the challenges of PBL, suggesting a need for targeted interventions and curriculum adaptations to enhance deep learning.