The approaches to learning of students in a traditional and in an innovative problem-based medical school

Abstract

The way in which students approach their learning is dependent on a variety of factors including the characteristics of the departments and teaching to which they are exposed. These factors appear to influence whether the students adopt a surface, deep or strategic approach. In order to explore further the relationship between educational context and approach to learning, a comparison was made between students attending a traditional medical school and those attending a problem-based medical school. The results showed marked differences, with the problem-based school being higher on deep approach and lower on surface approach than the traditional school. This study provides one of the first pieces of evidence of a difference between students in the two types of medical school which can be directly attributed to the educational environment. Students in the problem-based school appear to have an approach to learning which more closely approximates the aims of most medical schools. The results provide support for the philosophies and strategies of the problem-based schools.

Problem Based Learning in Medical Education

“…[1][2][3] PBL has become an increasingly popular alternative in medical education and literature is replete with its many benefits; like its ability to foster early acquisition of cognitive skills and encourage deep learning in students. [4][5][6][7] It is also found to be beneficial in increasing the level of motivation by helping to develop self directed learning skills that last for whole careers and increasing intrinsic interest in the subject of study. [8][9][10][11][12] Review Article/ Medical Education forward for implementation of PBL was BP Koirala Institute of Health Sciences (BPKIHS) at Dharan in 1998.…”

Plataforma Moodle na construção do conhecimento em Terapia Intensiva: estudo experimental

“…Cognitive styles can be classified into superficial, strategic or deep. (23) By the answers obtained, Moodle provided some students the opportunity to deepen the content, a typical student style that is not limited to memorizing, but interpreting; giving meanings, adding them to previous experiences; understanding what is being studied and views its applicability, finally, attitudes expected for the professional performance of the learner in the ICU. (24) The students' suggestions and comments expressed in the category "Associate the use of Moodle in curriculum subjects and dedicate days to use Moodle", in addition, reinforced the importance attributed by students to the VLE to support the regular courses, and also highlighted the need for inclusion of these study hours in planning educational disciplines.…”

Intérêt d’un exercice centré sur la capacité d’auto-validation des connaissances au cours d’un dispositif d’apprentissage par problèmes

“…L'APP cherche donc à favoriser un apprentissage en profondeur et à développer l'apprentissage auto-dirigé [6][7] . L'APP soutient le développement du raisonnement hypothético-déductif, en modélisant le processus caractérisé par la génération d'hypothèses, leur évaluation et leur révision ainsi que leur synthèse.…”