Conceptions of problem-based learning: the perspectives of students entering a problem-based medical program.
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| Title: | Conceptions of problem-based learning: the perspectives of students entering a problem-based medical program. |
|---|---|
| Authors: | Hendry, Graham D.1 (AUTHOR) grahamh@gmp.usyd.edu.au, Lyon, Patricia M.1 (AUTHOR), Prosser, Michael1 (AUTHOR), Sze, Daniel1 (AUTHOR) |
| Source: | Medical Teacher. Sep2006, Vol. 28 Issue 6, p573-575. 3p. |
| Subject Terms: | *Problem-based learning, *Evaluation of medical education, *Educational psychology, *Academic achievement, *Collaborative learning, *Self-evaluation, *Education research, *Education, Likert scale |
| Abstract: | Effective learning in higher education is associated with students’ perceptions of clear goals and standards of an educational program. In programs using problem-based learning (PBL), students’ conceptions of what PBL is about could determine how well they perceive the clarity of goals and standards of their program. In this study the authors aim to investigate the relationship between the nature of first-year students’ conceptions of PBL and their perceptions of the clarity of goals and standards of a graduate-entry, problem-based medical program. Results are that most students conceive of PBL as mainly working collaboratively to solve and understand a problem, and place less emphasis on PBL as learning independently. There is no relationship between students’ conceptions and perceived clarity of course goals and standards. It is suggested that teachers not only need to help students develop their understanding of what PBL is about but also need to help students learn how to self-regulate their learning in PBL programs. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 22909073 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Conceptions of problem-based learning: the perspectives of students entering a problem-based medical program. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hendry%2C+Graham+D%2E%22">Hendry, Graham D.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> grahamh@gmp.usyd.edu.au</i><br /><searchLink fieldCode="AR" term="%22Lyon%2C+Patricia+M%2E%22">Lyon, Patricia M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Prosser%2C+Michael%22">Prosser, Michael</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sze%2C+Daniel%22">Sze, Daniel</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Sep2006, Vol. 28 Issue 6, p573-575. 3p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+of+medical+education%22">Evaluation of medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+scale%22">Likert scale</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Effective learning in higher education is associated with students’ perceptions of clear goals and standards of an educational program. In programs using problem-based learning (PBL), students’ conceptions of what PBL is about could determine how well they perceive the clarity of goals and standards of their program. In this study the authors aim to investigate the relationship between the nature of first-year students’ conceptions of PBL and their perceptions of the clarity of goals and standards of a graduate-entry, problem-based medical program. Results are that most students conceive of PBL as mainly working collaboratively to solve and understand a problem, and place less emphasis on PBL as learning independently. There is no relationship between students’ conceptions and perceived clarity of course goals and standards. It is suggested that teachers not only need to help students develop their understanding of what PBL is about but also need to help students learn how to self-regulate their learning in PBL programs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=22909073 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01421590600878150 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 3 StartPage: 573 Subjects: – SubjectFull: Problem-based learning Type: general – SubjectFull: Evaluation of medical education Type: general – SubjectFull: Educational psychology Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Self-evaluation Type: general – SubjectFull: Education research Type: general – SubjectFull: Education Type: general – SubjectFull: Likert scale Type: general Titles: – TitleFull: Conceptions of problem-based learning: the perspectives of students entering a problem-based medical program. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hendry, Graham D. – PersonEntity: Name: NameFull: Lyon, Patricia M. – PersonEntity: Name: NameFull: Prosser, Michael – PersonEntity: Name: NameFull: Sze, Daniel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2006 Type: published Y: 2006 Identifiers: – Type: issn-print Value: 0142159X Numbering: – Type: volume Value: 28 – Type: issue Value: 6 Titles: – TitleFull: Medical Teacher Type: main |
| ResultId | 1 |
