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A lesson from the introduction of a problem-based, graduate entry course: the effects of different views of self-direction.

OBJECTIVES: Difficulties in the early years of a new curriculum are to be expected as staff and students come to terms with new structures, and with different approaches to teaching and learning. During the first year of implementation of the Graduate Medical Course at the Graduate School of Medicin...

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Published in:Medical Education Vol. 33; no. 11; pp. 801 - 808
Main Authors: Miflin BM, Campbell CB, Price DA
Format: research Journal Article
Published: Wiley-Blackwell Nov1999
Online Access:View this record in EBSCOhost
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      dt: Nov1999
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        atl: A lesson from the introduction of a problem-based, graduate entry course: the effects of different views of self-direction.
      aug:
        au:
          Miflin BM
          Campbell CB
          Price DA
        affil: Senior Research Officer, Queensland Medical Education Centre, Graduate School of Medicine, The University of Queensland, Australia
      sug:
        subj:
          Problem-Based Learning
          Self-Directed Learning
          Queensland
          Education, Medical
          Questionnaires
          Surveys
          Focus Groups
          Conceptual Framework
          Education Research
          Adult
          Human
          Adult: 19-44 years
      ab: OBJECTIVES: Difficulties in the early years of a new curriculum are to be expected as staff and students come to terms with new structures, and with different approaches to teaching and learning. During the first year of implementation of the Graduate Medical Course at the Graduate School of Medicine, The University of Queensland, we experienced our share of 'teething troubles'. One source of difficulty was different interpretations of the concept of 'self-directed learning' as it was to be applied in the new course. This paper presents an analysis of the effects of these differences on the development of the curriculum. DESIGN: An orientation programme was designed to introduce students to staff, facilities and the PBL process. SETTING: The University of Queensland. SUBJECTS: Problem-based learning (PBL) tutors, medical students. RESULTS: The overall effect was to place in jeopardy the achievement of student self-direction and commitment to lifelong learning as a goal of the course. To counter the undesirable effects of different interpretations, we have developed a conceptual framework to promote an agreed understanding of the meaning of self-direction, and to guide review and further development of the curriculum. A further paper describes the framework. CONCLUSIONS: Consistency in interpretation of key concepts is an important factor in the success of problem-based curricula.
      pubtype: Academic Journal
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        research
        Journal Article
      ougenre: Article
    language: English
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