Student expectations of problem-based learning (PBL)

Dear Sir

The transition from a predominantly lecture-based education to one that utilizes self-directed learning and group work is stressful for students. PBL, with its emphasis on self-directed learning in small groups, places the onus for learning squarely on the student's shoulders. Students accustomed to teacher-directed learning may initially experience confusion and frustration with the lack of direction, information, and affirmation from an authority figure. The purpose of this letter is to discuss impact of a PBL experience on applicants’ expectations of themselves and others on criteria related to successful participation in a self-directed/PBL curriculum.

Scales currently used for assessment of readiness for self-directed learning focus more on characteristics of the individual than expectations of performance within the group (Fisher & King 2010). Given the group processes inherent to PBL, we developed a 10-item questionnaire based on characteristics associated with positive performance in a PBL setting, such as respect, reflection, cooperative learning, communication skills, self-directed learning, and self-evaluation (Chamberlain & Searle 2005). We administered this questionnaire to 121 applicants to our physician assistant program before and after a one-hour PBL group experience.

The pretest–posttest effect overall across groups for five of the ten items indicated that applicants significantly changed their expectations toward self-directed learning and group learning in the positive direction of student qualities valued in a PBL setting. Items which did not significantly change had very high pretest scores, thus leaving little room for change.

A one-hour PBL experience significantly changed applicant expectations regarding group learning in the direction associated with expected success in a PBL environment. Evaluation of student expectations of PBL in a small group setting can inform faculty regarding student readiness to take part in small group learning experiences. Future research needs to examine the impact of PBL experiences on enhancing student readiness for both individual and group aspects of self-directed work. A good assessment tool could be useful both in student selection initially and subsequently in prediction of student outcomes.