Promoting student learning through a student‐centred problem‐based learning subject curriculum

Chung, Jenny C. C.; Chow, Susan Ka Yee

doi:10.1080/1470329042000208684

Cited by 75 publications

(51 citation statements)

References 8 publications

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“…Similarly, Pajares and Valiante (2002) reported that higher levels of learner autonomy are seen in those students who judge their capability to accomplish tasks as high. The key processes in the PBL approach -identifying own learning issues (needs) and (setting) objectives; conducting independent information gathering and evaluation; and improving the sharing of their results -are likely to contribute to a shift in control (Chung and Chow, 2004). The constructs of the course create a virtuous circle: by increasing the degree of learner control, there is a necessary increase in self-confidence and intrinsic motivation (Dickinson, 1987).…”

Section: Locus Of Controlmentioning

confidence: 99%

“…Research has demonstrated that there is a shift towards process-oriented learning that will develop content knowledge, and that employer skills should also be considered (Miliszewska and Tan, 2004;Glover et al, 2002;Little, 2001). PBL does offer more to students than content knowledge through the development of a range of lifelong competencies including critical reasoning, teamwork and problem-solving skills (Major and Palmer, 2001;Chung and Chow, 2004;Dunlop, 2005).…”

Section: Employability Skillsmentioning

confidence: 99%

“…On completion of the course there had been a significant shift in attribution style from external causes to self-responsibility. There are clear links between the central learning processes of PBL and learner autonomy because students are required to construct their own learning framework (Mennin et al, 2003;Mierson and Freiert, 2004;Chung and Chow, 2004;Kremer-Hayon and Tillema, 1999;Zimmerman, 2000;Pajares and Valiante, 2002;Chan, 2001a). However, the degree of autonomy demonstrated for any individual also relies on their prior learning experience, attitude and knowledge of learning (Dickinson, 1987).…”

Section: Introductionmentioning

confidence: 99%

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Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates

Martin

West²,

Bill³

2008

JoHLSTE

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This study investigated the impact of a 12-week problem-based learning (PBL) intervention on three psychological constructs (motivation, locus of control and self-esteem) linked to learner autonomy. Results indicated that there was a significant increase in the students' intrinsic motivation (P<0.05) and a non-significant shift towards an internal locus of control after the intervention period. Students perceived the benefits of PBL to be the opportunity to work in teams and to consider a wider knowledge base. A short course of PBL was successful in developing learner autonomy and other key employability skills alongside the application of content knowledge.

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Section: Locus Of Controlmentioning

confidence: 99%

Section: Employability Skillsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates

Martin

West²,

Bill³

2008

JoHLSTE

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“…They also tend to rate them more highly in terms of the promotion of professional competencies such as interpersonal skills, problem solving, self-directed learning, information gathering, and work planning (Chung & Chow, 2004;Schmidt, Vermeulen, & van der Molen, 2006).…”

Section: Problem-based Learningmentioning

confidence: 99%

Perceptions of the learning environment, learning preferences, and approaches to studying among medical students in Pakistan

Ullah

Richardson

Malik

et al. 2016

Studies in Educational Evaluation

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Students at a Pakistani medical college were surveyed using instruments taken from Western research. The students who rated their courses positively tended to adopt an organised approach in their learning and studying. The students who perceived that their assessment and workload were inappropriate preferred a transmissive approach to teaching and adopted a surface approach in their learning and studying. The students who preferred a student-centred approach to teaching tended to adopt a deep approach in their learning and studying. This confirms the idea, well established in Western research, that there exists a strong relationship between students' perceptions of their courses and the approaches that they adopt on those courses. However, the incorporation of problem-based learning in the medical curriculum had not led to any enhancement of their perceptions and preferences, nor had it led to an unambiguous improvement in their approaches to studying. This is attributed to the hybrid nature of their programmes, in which problem-based activities were combined with more conventional forms of teaching and assessment, and to the anxiety and stress which seem to be common among students at medical schools in Pakistan.

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“…The curriculum is organised on pieces of information in different areas, which are considered necessary for students to learn in order to accomplish suitable practical work later during the postgraduate studies. Students use different strategies, tactics and skills in their studies [1][2][3][4]. There are three approaches to learning recognised: deep, surface and strategic [5,6].…”

Section: Introductionmentioning

confidence: 99%

The Undergraduate Medical Students’ Approach to Learning in University of Latvia

Velins¹

2014

UCMS

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Learning approach of medical students has been pointed out as one of the most important long term success factors for medical career. There are two major differences how students learn. One group of students use deep approach learning that is characterised by understanding of matter of studies. Other part of students using surface approach of learning that is based on memorisation of facts and knowledge. It has been recognised that deep approach learning is more used in modern medical schools but surface learning in traditional medical schools. The purpose of this study was to evaluate, describe and compare the learning approach of students at the University of Latvia in the academic year of 2009/2010. University of Latvia represents traditional medical school, which uses traditional curriculum. The assessment was done using Entwistle's Short Inventory of Approaches to Learning consisting of 30 items. The inventory was answered by a total of 345 students. Findings show that learning approach has trend towards surface approach of learning in six groups studied in the University of Latvia in year 2009/2010. It has been recognised that reproduction and learning pathology were found increased in all study years. Results might suggest that modernisation of undergraduate curriculum including assessment with target to improve the way how medical students learn could be topic of discussion in senior management of University of Latvia. Study allows compare findings of this study to similar studies where the same instrument is used for evaluation of learning approaches in longitudinal prospective. It gives opportunity to compare results within findings of medical schools of Europe.

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Promoting student learning through a student‐centred problem‐based learning subject curriculum

Cited by 75 publications

References 8 publications

Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates

Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates

Perceptions of the learning environment, learning preferences, and approaches to studying among medical students in Pakistan

The Undergraduate Medical Students’ Approach to Learning in University of Latvia

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