Advances in Health Sciences Education

, Volume 20, Issue 4, pp 1033–1052 | Cite as

The role of environmental and individual characteristics in the development of student achievement: a comparison between a traditional and a problem-based-learning curriculum

  • Stefan K. Schauber
  • Martin Hecht
  • Zineb M. Nouns
  • Adelheid Kuhlmey
  • Susanne Dettmer
Article

Abstract

In medical education, the effect of the educational environment on student achievement has primarily been investigated in comparisons between traditional and problem-based learning (PBL) curricula. As many of these studies have reached no clear conclusions on the superiority of the PBL approach, the effect of curricular reform on student performance remains an issue. We employed a theoretical framework that integrates antecedents of student achievement from various psychosocial domains to examine how students interact with their curricular environment. In a longitudinal study with N = 1,646 participants, we assessed students in a traditional and a PBL-centered curriculum. The measures administered included students’ perception of the learning environment, self-efficacy beliefs, positive study-related affect, social support, indicators of self-regulated learning, and academic achievement assessed through progress tests. We compared the relations between these characteristics in the two curricular environments. The results are two-fold. First, substantial relations of various psychosocial domains and their associations with achievement were identified. Second, our analyses indicated that there are no substantial differences between traditional and PBL-based curricula concerning the relational structure of psychosocial variables and achievement. Drawing definite conclusions on the role of curricular-level interventions in the development of student’s academic achievement is constrained by the quasi-experimental design as wells as the selection of variables included. However, in the specific context described here, our results may still support the view of student activity as the key ingredient in the acquisition of achievement and performance.

Keywords

Problem-based learning Curricular comparison Progress test Structural equation modelling Achievement Emotion Development 

Notes

Acknowledgments

The work of Stefan K. Schauber was funded by the German Federal Ministry of Education and Research (BMBF) within the project “Competence Acquisition and Learning Trajectories in Medical Training” (Grant 01JG1055).

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Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  • Stefan K. Schauber
    • 1
  • Martin Hecht
    • 2
  • Zineb M. Nouns
    • 3
  • Adelheid Kuhlmey
    • 4
  • Susanne Dettmer
    • 4
  1. 1.Institute of Medical Sociology and Rehabilitation Science and Department for AssessmentCharité – Universitätsmedizin BerlinBerlinGermany
  2. 2.Institute for Educational Quality ImprovementHumboldt–Universität zu BerlinBerlinGermany
  3. 3.Institute of Medical EducationUniversity of BernBernSwitzerland
  4. 4.Institute of Medical Sociology and Rehabilitation ScienceCharité – Universitätsmedizin BerlinBerlinGermany

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