Signs of Erosion: Reflections on Three Decades of Problem-based Learning at Maastricht University

Moust, Jos; Berkel, Henk J. M. Van; Schmidt, Henk G.

doi:10.1007/s10734-004-6371-z

Cited by 223 publications

(198 citation statements)

References 19 publications

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“…The same is true for overly dominant students, because this might restrain other group members from giving their opinion. Another problem in tutorial groups is that students sometimes avoid constructive conflicts (Moust et al 2005). Students tend to merely state the undifferentiated main issues that resulted from their self-study, without explicitly discussing differences in viewpoint between students or sources.…”

Section: Group Functioningmentioning

confidence: 99%

The relationship between students’ small group activities, time spent on self-study, and achievement

et al. 2012

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The purpose of this study was to investigate the relationship between the contributions students make to the problem-based tutorial group process as observed by their peers, self-study time and achievement. To that end, the Maastricht Peer Activity Rating Scale was administered to students participating in Problem-Based Learning tutorial groups. With this rating scale students had to rate the constructive, collaborative and motivational activities of their peers within the tutorial group. In addition, time spent on self-study was measured with a self-estimation method and achievement was measured with a unit test and a group assignment. A causal model of these variables was developed, in which the three types of activities were assumed to affect time spent on self-study, which would in turn affect unit test scores and group assignment scores. A structural equation modeling analysis indicated acceptable model fit. Especially apparent was the evidence for the causal relations between a student's constructive activities and his/her unit test score and between a student's collaborative activities and the group assignment score. On the other hand, time spent on self-study was not affected by the students' contributions, nor did it have an effect on the unit test score. These results suggest that there are indeed causal relations between a student's contributions to the tutorial group process and achievement.

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Section: Group Functioningmentioning

confidence: 99%

The relationship between students’ small group activities, time spent on self-study, and achievement

et al. 2012

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“…"Wear and tear" of long-term PBL programs has been described (Moust et al 2005) where a focus on content rather than process can erode the benefits of active learning at the core of PBL. With comprehensive faculty development and continued renewing and reviewing of the curriculum, this can be addressed (Young & Papinczak, 2013).…”

Section: Discussionmentioning

confidence: 99%

Promoting the Learning of Basic Sciences in a Changing Small-Group Learning Landscape. Interviews of tutors and students in a medical program

Gair¹,

Horton²,

Wojcik³

et al. 2018

MedEdPublish

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Tomorrow's medical graduate needs to be equipped today to be able to make sense of continued advancements in medical science and then apply these to the benefit of patents and communities. It is important that current methods of teaching and learning in medical programs such as problem-based learning are subject to critical evaluation as to whether they are fit for purpose, and many medical programs are questioning whether problem-based learning provides adequate grounding in basic science. In this context, we interviewed twelve tutors and four students of one distributed medical program in order to explore their views on what elements of PBL promoted understanding of basic science. Our participants reported that setting a clear agenda about basic science learning was crucial; that tutor preparation and guides needed to take account of different tutor backgrounds; particular styles of prompting and questioning from the tutor were valuable; and that students could benefit from being primed with key introductory concepts about how basic sciences related to each other prior to commencing PBL. These findings will be useful for medical curriculum developers who are seeking to innovate with their curriculum but wish to retain what may be currently most valuable by stakeholders.

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“…Dados de literatura sustentam que, quando líderes de curso não dão a devida atenção às preocupações dos docentes quanto às demandas de uma inovação educacional, os professores podem atuar de forma não cooperativa, cometendo, às vezes, graves desvios em sua atuação 12 . Neste sentido, a pesquisação com os docentes teve um caráter cooperativo positivo.…”

Section: Pesquisação Sobre a Inserção E O Desenvolvimento Docente Nounclassified

Educação permanente de docentes: análise crítica de experiências não sistematizadas

Almeida

Filho

2008

Rev. bras. educ. med.

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Quando alterações curriculares abrangentes são propostas para os cursos de Medicina, como A B S T R A C T Whenever great changes in the curriculum of medical courses are proposed, as is the case in the current implementation of an integrated curriculum, the teachers are expected to change their role from mere knowledge providers to a more cooperative and integrating role, facilitating the teaching-learning process. Such changes can cause insecurity, a sense of powerlessness and consequently resistance to these changes. To qualify the teachers for their new functions is thus

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Signs of Erosion: Reflections on Three Decades of Problem-based Learning at Maastricht University

Cited by 223 publications

References 19 publications

The relationship between students’ small group activities, time spent on self-study, and achievement

The relationship between students’ small group activities, time spent on self-study, and achievement

Promoting the Learning of Basic Sciences in a Changing Small-Group Learning Landscape. Interviews of tutors and students in a medical program

Educação permanente de docentes: análise crítica de experiências não sistematizadas

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