Problem-Based Learning and Learning Approach: Is There a Relationship?

Groves, Michele
December 2005
Advances in Health Sciences Education;2005, Vol. 10 Issue 4, p315
Academic Journal
Aim: To assess the influence of a graduate-entry PBL curriculum on individual learning style; and to investigate the relationship between learning style, academic achievement and clinical reasoning skill. Method: Subjects were first-year medical students completed the Study Process Questionnaire at the commencement, and again, at the end of the academic year when they also completed the Diagnostic Thinking Inventory, a measure of clinical reasoning skill. Subjects were classified on the basis of their predominant learning approach, and this was correlated with examination results and DTI score. Results: There was a net shift in predominant learning approach away from deep learning towards a more surface approach over the period of the study, as well as a significant decrease in deep-learning scores. There was a statistically significant association between deep learning score and clinical reasoning skill as shown by total DTI score as well as on the structure of knowledge subscale. No correlation was found between learning approach and examination results. Conclusion: Although these results suggest that a deep learning approach may be beneficial in the development of clinical reasoning skill through its potential to enhance the development of knowledge representations, the substantial shift towards a surface learning approach brings into question previous conclusions that PBL curricula foster a deep approach to learning, and suggests that other factors, such as work load may be more determinants of learning approach than curriculum type. Taken together, these findings emphasise the context-dependent nature of learning approach as well as the importance of assessment as a driver of student learning and strongly suggest that further work to determine precisely the factors which influence learning approach in medical students is urgently needed.


Related Articles

  • Academic and social integration and study progress in problem based learning. Severiens, Sabine; Schmidt, Henk // Higher Education;Jul2009, Vol. 58 Issue 1, p59 

    The present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a...

  • PROBLEM-BASED LEARNING: AN INTEGRATION OF THEORY AND FIELD. Lam, Debbie // Journal of Social Work Education;Fall2004, Vol. 40 Issue 3, p371 

    This article comments on the weaknesses of conventional field education models and presents a problem-based learning (PBL) model piloted at the University of Hong Kong. The PBL program has three components: paper cases, skills workshops, and field project. Its aim is to help students integrate...

  • An Emergent Problem-Based Course for Prospective Middle Grades Teachers. Warner, Mark; Leonard, Joan // Middle School Journal;Mar2004, Vol. 35 Issue 4, p33 

    The article focuses on designing courses for prospective teachers. Problem-based learning is a means by which prospective middle grades teachers can design interdisciplinary units and gain familiarity with using them in instruction. Ordinarily, interdisciplinary units address a particular theme...

  • The interplay between cognitive and motivational variables in a problem-based learning environment. Araz, G�ls�m; Sungur, Semra // Learning & Individual Differences;Sep2007, Vol. 17 Issue 4, p291 

    Abstract: Problem-based learning (PBL) is a student centered approach whereby students deal with ill-structured problems while working in small groups. In this study, a path model was utilized to model the relationships among reasoning ability, learning approach, prior knowledge, motivational...

  • Problem Based Learning and the Stricto Sensu Postgraduate Education: proposal for the Masters in Mother and Child Health curriculum at the Instituto Materno lnfantil Professor Fernando Figueira-IMIP, Recife, Brazil, 2007. Faibo, Gilliatt; Alves, João Guilherme Bezerra; Samico, Isabella; Duarte, Maria do Carmo M. B.; Filho, José Eulálio Cabral; de Amorim, Melania Maria Ramos; de Oliveira Feliciano, Kátia Virgíinia; Figueiroa, José Natal; de Barros Correia, Jailson // Revista Brasileira de Saude Materno Infantil;out-dez2007, Vol. 7 Issue 4, p507 

    The article describes the proposal and strategies for implementation of a Problem Based Learning (PBL)-based curriculum for the Masters in Mother and Child Health course at the Instituto Materno Infantil Professor Fernando Figueira-IMIP in Brazil. It discusses the conception of a curriculum for...

  • THE POPCORN KID.  // Scholastic DynaMath;May2005, Vol. 23 Issue 8, p3 

    Presents the activity "The Popcorn Kid", which measures a child's mathematical ability.

  • Validation of the Tutotest in a hybrid problem-based learning curriculum. Leung, Kai-Kuen; Wang, Wei-Dean // Advances in Health Sciences Education;Oct2008, Vol. 13 Issue 4, p469 

    The Tutotest is one of the few structured instruments developed for the assessment of students’ learning skills in a problem-based learning (PBL) curriculum. This study was designed to validate the Tutotest in a hybrid PBL curriculum. Forty-four tutors completed 370 evaluations on second...

  • Redesigning problem-based learning in the knowledge creation paradigm for school science learning. Yeo, Jennifer; Tan, Seng // Instructional Science;Sep2014, Vol. 42 Issue 5, p747 

    The introduction of problem-based learning into K-12 science classrooms faces the challenge of achieving the dual goal of learning science content and developing problem-solving skills. To overcome this content-process tension in science classrooms, we employed the knowledge-creation approach as...

  • Problem-Based Learning in Secondary Science. Cotton, Caroline // Issues;Jun2011, Issue 95, p42 

    The article discusses the author's perspective on the use of problem-based learning to address ineffective traditional learning methods for students. She points that the role of teachers has significantly change as does the way the student learns. The author notes that educators found...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics