To what extent do students generate learning issues that correspond to pre-set faculty objectives?

Abstract

The aim of this study was to investigate whether the content of the problems in a problem-based learning programme directs the students to the faculty's educational objectives. Sixteen students in two study groups in a three-year programme for training in psychotherapy generated 228 learning issues. The tutors reported the issues and the discussion themes. The learning issues and themes were compared with the faculty objectives. The correspondence between faculty objectives and learning issues/themes was 79% in the study groups, which showed that the problems presented direct the students to the faculty goals. The result also shows that it is important to study not only the learning issues but also what students talk about while preparing the reports in their group.