Student learning strategies, mental models and learning outcomes in problem-based and traditional curricula in medicine.
Kelson and Distlehorst (2000) state the PBL outcomes should be discussed on a broad basis including a useable knowledge base, skills in problem solving, self-directed learning and collaboration. The present research compares students in a PBL programme and in a traditional program on learning strate...
| Publicado en: | Medical Teacher Vol. 28; no. 8; pp. 717 - 723 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106194824&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106194824 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: Dec2006 vid: 28 iid: 8 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 106194824 106194824 2009600221 10.1080/01421590601105645 NLM17594584 106194824 ppf: 717 ppct: 6 formats: tig: atl: Student learning strategies, mental models and learning outcomes in problem-based and traditional curricula in medicine. aug: au: Lycke KH Grøttum P Strømsø HI affil: Institute for Educational Research, University of Oslo, Norway, PO Box 1092, Blindern, N-0317 Oslo, Norway; k.h.lycke@ped.uio.no sug: subj: Cognition Curriculum Education, Medical Educational Measurement Problem-Based Learning Students, Medical Psychosocial Factors Adult Data Analysis Software Female Male Norway Outcomes of Education Questionnaires T-Tests Wilcoxon Rank Sum Test Human Adult: 19-44 years Female Male ab: Kelson and Distlehorst (2000) state the PBL outcomes should be discussed on a broad basis including a useable knowledge base, skills in problem solving, self-directed learning and collaboration. The present research compares students in a PBL programme and in a traditional program on learning strategies, mental models and outcomes. Learning strategies and metal models of learning were measured for two student groups in 2001 using an adaption of Vermunt's (1994) 'Inventory of learning styles'. Learning outcomes were measured for the same groups in 2002 using a test of medical knowledge. PBL-students showed significantly more self-regulated learning and more constructive conceptions of learning. No significant differences in learning outcomes were found between the two groups. Students in the PBL-programme perceived students as more active contributors to group learning process and made use of a broader range of resources than students in the traditional programme. The findings confirm effects of educational programmes on student learning strategies (Vermetten 1999) and also confirm lack of significant differences in medical knowledge (Albanese 2000, Colliver 2000, Norman & Schmidt 2000, Wiers-Jensen & Aasland 2004). The curricular influence on students' learning strategies challenges educators to design approaches that promote lifelong learning skills as well as disciplinary knowledge. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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