Conceptions of problem-based learning: the perspectives of students entering a problem-based medical program

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.

Additional information

Notes on contributors

Graham D. Hendry

GRAHAM HENDRY is a Senior Lecturer in the Office of Teaching and Learning in Medicine and a visiting scholar at the Institute for Teaching and Learning, University of Sydney, Australia. His research interests are in teaching and learning theory, academic staff development and quality improvement.

Patricia M. Lyon

PATRICIA LYON is a Lecturer in the Office of Teaching and Learning in Medicine, University of Sydney, Australia. Her research interests include students’ experiences of learning in various clinical contexts, teaching and learning of clinical skills, and the role of skills laboratories.

Michael Prosser

MICHAEL PROSSER is Director of Research and Evaluation at the Higher Education Academy, UK. His teaching, research and academic development interests are in the field of student learning in higher education.

Daniel Sze

DANIEL SZE is a Cancer Institute NSW Research Fellow and an honorary associate of the Institute for Teaching and Learning, University of Sydney. His PhD research is in Student Learning Experiences of problem-based learning medical education in different cultural contexts.