Deep and surface learning in problem-based learning: a review of the literature

Abstract

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students’ deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students’ approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of −.05). PBL is assumed to enhance active learning and students’ intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning.

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

“…The finding that PBL might have two opposite effects on learning approaches could provide cues to understand some of the controversial findings about the effect of PBL on learning approaches. Indeed in a recent review, Dolmans and colleagues [46] found that PBL had an overall small positive effect on the deep approach and no effect on the surface approach. However, looking at individual studies effect sizes, it was striking to see that they ranged from −0.53 to 0.93 for the deep approach, and from −0.50 to 0.50 for the surface approach.…”

The role of intrinsic goal orientation on medical and allied health student' deep learning approach

“…According to the Brigg's model of learning approach [21], surface learning approach is mostly characterized by the memorization of facts as a substitute for understanding. Research reveals that students using surface learning approach focus on the substance of information and emphasize rote learning and memorization techniques; the goal of studying for an exam is to avoid failure, instead of grasping key concepts [5,24,25,26]. Such students are mostly influenced by assessment requirements [26].…”

“…Since goal orientation and approaches to learning are influenced by several factors such as a particular discipline (e.g. hard science), teaching methods, students' perceptions of the teaching context and student characteristics [5,22,27], the current study wanted to test the assumptions of goal orientation and approaches to learning models on a different setting, Malawi, within the context of learning basic medical sciences. Literature indicates that surface learning approach is adopted by many medical and allied students as the major learning strategy to cope with their school work [27]- [29].…”

“…As Samarakoon et al [3] argue, if not taken carefully, this challenge would affect the way students retain, remember and effectively interpret the materials learnt. In order to make the teaching meaningful, there has been a shift in the teaching approach, especially in medical field, from the traditional teachercentered to student-centered where the use of interactive and problem-based learning is preferred [3]- [5]. Most medical institutions have adopted the student-centered teaching approach [3,6], and College of Medicine (CoM) is also moving towards incorporating the approach, especially the Problem-Based Learning [2].…”

“…In PBL, therefore, students are encouraged to take responsibility for their own learning process [8]; they become active contributors in their own learning. Research reveals that the PBL's teaching method naturally influences students' approach to learning by fostering meaningful, comprehensive, and deep learning [3]- [5]. Consequently, PBL has been a useful and increasingly applied educational method because of its benefits [6,4].…”