Deep and surface learning in problem-based learning: a review of the literature.
In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to...
| Publicado en: | Advances in Health Sciences Education Vol. 21; no. 5; pp. 1087 - 1113 |
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| Autores principales: | , , , , , |
| Formato: | review Journal Article |
| Publicado: |
Springer Nature
Dec2016
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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=119628562&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 119628562 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13824996 OAK jtl: Advances in Health Sciences Education issn: 13824996 maglogo: N pubinfo: dt: Dec2016 vid: 21 iid: 5 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 119628562 119628562 NLM26563722 119628562 10.1007/s10459-015-9645-6 NLM26563722 119628562 ppf: 1087 ppct: 26 formats: tig: atl: Deep and surface learning in problem-based learning: a review of the literature. aug: au: Dolmans, Diana Loyens, Sofie Marcq, Hélène Gijbels, David Dolmans, Diana H J M Loyens, Sofie M M Marcq, Hélène affil: Department of Educational Development and Research, School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences (FHML) , Maastricht University , 6200 MD Maastricht Netherlands sug: subj: Problem-Based Learning Educational Measurement Curriculum ab: In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students' approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of -.05). PBL is assumed to enhance active learning and students' intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning. pubtype: Academic Journal doctype: review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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