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Higher Education

, Volume 29, Issue 1, pp 93–101 | Cite as

The problem-based Learning Approach as an enhancement factor of personal meaningfulness of learning

  • D. T. Sobral
Article

Abstract

Does the problem-based learning (PBL) approach contribute to personally meaningful learning? This study used a double-cohort design to explore the question by focusing a PBL singlecourse, which was compared to a conventional one. Consecutive sampling of medical students was obtained for both groups. Student outcomes measured were Course Valuing Inventory (CVI), affect, and preceptorship appeal responses. Paired tests showed significant increases in CVI scores from start to end of term in the PBL group only. Significant trends were observed in the relationships between experiencing the PBL approach and CVI score level, positive affect mode, and strength of preceptorship appeal. Stratified analysis did not detect confounding effects on the outcome measures from background course experience, learners' characteristics, or time trend. The findings suggest that the PBL approach can improve the quality of the learning environment in both cognitive and emotional ways for most students.

Keywords

Medical Student Learning Environment Positive Affect Time Trend Significant Trend 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Kluwer Academic Publishers 1995

Authors and Affiliations

  • D. T. Sobral
    • 1
  1. 1.Department of MedicineUniversity of BrasíliaBrasíliaBrazil

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