Different outcomes of active and reflective students in problem-based learning

Abstract

Background: In the recent past, many medical schools have adopted the problem-based learning (PBL) method in their curriculum.

Aim: The key in this type of learning is the small group, which encourages students to perform and, thus, to learn effectively. This means the students must be grouped in such a way for the small group to facilitate the achievement of a better learning outcome.

Methods: Using Felder's Learning Inventory, three groups of students were formed: active, reflective and a control with no particular propensity.

Results: Some interesting results were found. Active learners did not have the highest score in any of the tested areas. Instead, the reflective group of learners had the best outcome in participation, and the control group showed the best teamwork in a PBL setting.

Conclusion: Overall, we have found that grouping students according to their varying learning styles can be very useful for specific and various learning outcomes.

Additional information

Notes on contributors

Yera Hur

YERA HUR, PhD, Researcher, has just finished her doctoral thesis on medical professionalism. Her main interest is in curriculum development, teaching and learning method.

Sun Kim

SUN KIM, PhD, Associate Professor, is an expert in medical education and educational psychology and has vast experience in medical education curriculum development and assessment.