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Related Experiment Videos

Learning in a problem-based medical curriculum: students' conceptions

J A Caplow1, J F Donaldson, C Kardash

  • 1School of Medicine, University of Missouri-Columbia 65211, USA.

Medical Education
|February 17, 1998
PubMed
Summary

Students in problem-based learning (PBL) medical programs developed specific learning conceptions. These focused on understanding PBL goals, achieving efficiency and expertise, and the tutor

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Area of Science:

  • Medical Education
  • Learning Sciences

Background:

  • Problem-based learning (PBL) is a pedagogical approach used in medical education.
  • Understanding student conceptions of learning is crucial for curriculum development.

Purpose of the Study:

  • To investigate medical students' perceptions of their learning within a problem-based learning curriculum.
  • To identify key themes in how students conceptualize their educational experience in PBL.

Main Methods:

  • A multiple case study design was employed.
  • Data collection involved student journals, video recordings of PBL sessions, focus group interviews, questionnaires, and tutor interviews.
  • Analysis focused on two PBL lab groups and 15 individual students per group.

Main Results:

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  • Three primary themes emerged regarding student conceptions of learning.
  • These themes included: awareness of problem-based learning goals and expectations, the pursuit of efficiency and expertise, and the perceived role of the tutor.
  • Student perspectives varied across these thematic categories.

Conclusions:

  • Student conceptions of learning in PBL are multifaceted.
  • Curriculum designers and tutors should address these specific student perceptions to optimize the problem-based learning experience.
  • Further research can explore interventions based on these identified learning conceptions.