Prospective comparison of student-generated learning issues and resources accessed in a problem-based learning course

Abstract

Background: Multiple factors can contribute to variability in content coverage and student study activities between problem-based learning (PBL) groups.

Aims: The purpose of this study was to analyse the student learning issues to answer three questions:

1. How do the student-generated learning issues compare to faculty-developed ‘key feature’ objectives for each case?

2. Is there stability in choice of student learning issues over a four-year period?

3. What resources do the students access and has this changed over a four-year period?

Methods: Student-generated learning issues were collected during a course that follows a PBL design using standardized patient cases. Between 2002 and 2005, 407 students in 74 groups completed the course. The student-generated learning issues were compared with faculty-developed learning objectives to identify content covered. Students also recorded resources accessed and time spent researching the learning issues.

Results: Learning issues regarding medical content had moderate correspondence to faculty objectives. However, ‘key feature’ objectives that included other content such as communication challenges, ethics issues, psychosocial stressors, etc. were identified less frequently in student learning issues. Student study time was constant across cases, groups and years. A trend toward increased use of electronic resources over time was identified, and student choice of resource material did not necessarily match the references listed in the case materials.

Conclusion: Despite similarity in student study time between groups, significant variability in content of learning issues and resources accessed was apparent.

Notes

Notes

[1]  Available from author on request.

[2]  Usually MCCQE Toronto guide.

[3]  ‘Other’ category assigned when resource used was other than the six defined categories, or when not clearly recorded by students.

Additional information

Notes on contributors

Pamela Veale

DR VEALE is an assistant professor in the Faculty of Medicine, University of Calgary. She has a Master of Science degree in Medical Education and at the time of this project was the course chair of the Integrative Course at the University of Calgary.