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PubMed · 9463647

Learning in a problem-based medical curriculum: students' conceptions.

J A Caplow·J F Donaldson·C Kardash·M Hosokawa
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Abstract

The purpose of this study was to examine students' conception of their learning in a problem-based learning medical curriculum. A multiple case study design was used with two units of analyses: two PBL lab groups; and 15 individual students within each lab group. Data collected included weekly journals by students, video-tapes of PBL sessions, focus group interviews with students, two open-ended questionnaires completed by students, and interviews with the PBL tutors. Three thematic categories of students' conceptions of their learning emerged: (1) awareness of PBL goals and expectations; (2) efficiency and expertise; and (3) the role of the tutor.

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AttitudeAwarenessConsumer BehaviorEvaluation Studies as TopicHumansProblem-Based LearningStudents, MedicalTeachingJournal Article

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J A Caplow, J F Donaldson, C Kardash, M Hosokawa. 1997. Learning in a problem-based medical curriculum: students' conceptions.. https://doi.org/10.1046/j.1365-2923.1997.00700.x

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