Exploratory factor analysis of students' ratings of a problem-based learning curriculum

Area of Science:

• Medical Education
• Problem-Based Learning (PBL)

Background:

• Problem-Based Learning (PBL) is a pedagogical approach used in medical education.
• Understanding student experiences in PBL is crucial for curriculum development.

Purpose of the Study:

• To determine the underlying factor structure of medical students' initial experiences with a problem-based learning (PBL) curriculum.
• To assess the stability of this factor structure as students gain more PBL experience.

Main Methods:

• A survey using a five-point Likert scale assessed 19 items related to learning experiences in the first and last domains of a PBL semester.
• Principal-components analysis and varimax rotation were employed to identify underlying factors.
• Data were collected from 101 students for the first domain and 71 for the last domain.

Main Results:

• Four key factors emerged: learning materials, small-group process, tutor effectiveness, and academic support.
• The relative importance of these factors shifted, with tutor effectiveness initially dominant and later surpassed by learning materials and small-group process.
• Internal reliabilities for the last domain ratings were high, ranging from .92 to .97.

Conclusions:

• Medical students' initial reliance on tutors evolves towards a greater emphasis on learning resources as they progress in PBL.
• This observed shift aligns with theoretical models of PBL dynamics.
• The study suggests the survey instrument reliably measures the multifaceted constructs of student PBL experiences.