Abstract
The aim of this study was to determine if medical students categorised as having deep and strategic approaches to their learning find problem-based learning (PBL) enjoyable and supportive of their learning, and achieve well in the first-year course. Quantitative and qualitative data were gathered from first-year medical students (N = 213). All students completed the Medical Course Learning Questionnaire at the commencement and completion of their first year of medical studies. The instrument measured a number of different aspects of learning, including approaches to learning, preferences for different learning environments, self-efficacy, and perceptions of learning within PBL tutorials. Qualitative data were collected from written responses to open questions. Results of students’ performance on two forms of examinations were obtained for those giving permission (N = 68). Two-step cluster analysis of the cohort’s responses to questions about their learning approaches identified five clusters, three of which represented coherent combinations of learning approaches (deep, deep and strategic, and surface apathetic) and two clusters which had unusual or dissonant combinations. Deep, strategic learners represented 25.8% of the cohort. They were more efficacious, preferred learning environments which support development of understanding and achieved significantly higher scores on the written examination. Strongly positive comments about learning in PBL tutorials were principally described by members of this cluster. This preliminary study employed a technique to categorise a student cohort into subgroups on the basis of their approaches to learning. One, the deep and strategic learners, appeared to be less vulnerable to the stresses of PBS in a medical course. While variation between individual learners will always be considerable, this analysis has enabled classification of a student group that may be less likely to find PBL problematic. Implications for practice and suggestions for future research are proposed.
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Appendix 1
Appendix 1
Self-efficacy questions
Please circle the response which most applies to your regulation of your learning {5 = strongly agree; 4 = agree; 3 = undecided; 2 = disagree; 1 = strongly disagree} | |||||
1. I am able to complete my allocated learning objectives for my tutorial group on time | 5 | 4 | 3 | 2 | 1 |
2. I am able to study when there are other interesting things to do | 5 | 4 | 3 | 2 | 1 |
3. I am able to concentrate in tutorials | 5 | 4 | 3 | 2 | 1 |
4. I am able to plan and organize my study | 5 | 4 | 3 | 2 | 1 |
5. I am able to motivate myself in this course | 5 | 4 | 3 | 2 | 1 |
6. I am able to participate actively in tutorials | 5 | 4 | 3 | 2 | 1 |
Please circle the response which most reflects your confidence in your learning | |||||
7. I can achieve well in this course | 5 | 4 | 3 | 2 | 1 |
8. I can manage to explain the most difficult examination questions if I try hard enough | 5 | 4 | 3 | 2 | 1 |
9. I can remain calm when facing the most challenging examination questions because I know I have the ability to do well | 5 | 4 | 3 | 2 | 1 |
10. I can actively learn through my participation in small-group tutorials | 5 | 4 | 3 | 2 | 1 |
11. I can use my clinical reasoning skills to deduce a patient’s diagnosis on a written examination | 5 | 4 | 3 | 2 | 1 |
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Papinczak, T. Are deep strategic learners better suited to PBL? A preliminary study. Adv in Health Sci Educ 14, 337–353 (2009). https://doi.org/10.1007/s10459-008-9115-5
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DOI: https://doi.org/10.1007/s10459-008-9115-5