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Related Experiment Videos

What drives the student in problem-based learning?

D H Dolmans1, H G Schmidt

  • 1Department of Educational Research and Development, University of Limburg, Maastricht, The Netherlands.

Medical Education
|September 1, 1994
PubMed
Summary
This summary is machine-generated.

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Students in problem-based learning (PBL) develop self-directed learning skills. Over four years, reliance on external cues like lectures decreases, while tutorial group discussions become more influential, indicating growing learner autonomy.

Area of Science:

  • Medical Education
  • Pedagogy
  • Higher Education

Background:

  • Problem-based learning (PBL) aims to foster self-directed learning (SDL) skills by engaging students with authentic problems.
  • Curriculum elements beyond core problems, including objectives, lectures, and tutors, may influence students' learning choices.
  • Understanding these influences is crucial for optimizing PBL environments and supporting student autonomy.

Purpose of the Study:

  • To investigate the impact of various problem-based curriculum elements on students' decisions regarding self-directed study.
  • To explore how these influences change across different years of study within a PBL program.

Main Methods:

  • Qualitative data collection through interviews to understand the initiation of learning activities during self-study.

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  • Development of a questionnaire based on interview findings, assessing the influence of curriculum elements on learning.
  • Survey administered to students across four curriculum years, examining factors like tutorial discussions, content, objectives, lectures, tutors, and literature.

    • Main Results:

    • Students reported that all assessed curriculum elements influence their study decisions.
    • First-year students showed greater reliance on reference lists, lectures, and tests compared to later years.
    • The influence of external cues (literature, lectures, tests) decreased over the four years, while tutorial group discussion influence increased.

    Conclusions:

    • Students in PBL programs demonstrate increasing self-directed learning capabilities over their academic progression.
    • Despite structured support, students gradually shift towards more autonomous learning strategies.
    • PBL curricula effectively cultivate advanced self-directed learning skills, with tutorial discussions playing a progressively vital role.