ERIC Number: EJ907372
Record Type: Journal
Publication Date: 2010-Dec
Abstractor: As Provided
Reference Count: 40
Is a PBL Curriculum a Better Nutrient Medium for Student-Generated Learning Issues than a PBL Island?
Gehlhar, K.; Wuller, A.; Lieverscheidt, H.; Fischer, M.; Schafer, T.
Advances in Health Sciences Education, v15 n5 p671-683 Dec 2010
Problem based learning (PBL) is often introduced in curricula in form of short segments. In the literature the value of these PBL-islands is doubted. In order to gain more insight in this curricular approach, we compared student generated learning issues, from a 7-week PBL-island introduced in a traditional curriculum (PBL-I), with the gold standard of a PBL-based model-curriculum (PBL-B) existing in parallel at the same University (Ruhr-University Bochum, Germany). Both tracks use five identical PBL-cases. Thousand seven hundred and three student-generated learning issues of 252 tutorial groups (193 PBL-I and 59 PBL-B groups with six to seven students per group) were analysed in seven different categories. Results showed that overall there were no substantial differences between both curricula. PBL-B students generated more problem-related and less basic science clinical learning issues than PBL-I students, but in both groups learning issues were related to the same number of different subjects. Furthermore, students in the PBL-curriculum tend to generate little less but slightly better phrased issues. Taken together, we found no substantial evidence with respect to student-generated learning issues that could prove that students cannot work with the PBL-method, even if it is introduced later in the curriculum and last only for a short period of time. (Contains 3 figures.)
Descriptors: Problem Based Learning, College Instruction, Instructional Effectiveness, College Students, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Germany