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Problem-based learning: Student learning experiences and outcomes

Citation

Prosser, M and Sze, D, Problem-based learning: Student learning experiences and outcomes, Clinical Linguistics and Phonetics, 28, (1-2) pp. 131-142. ISSN 0269-9206 (2014) [Refereed Article]

Copyright Statement

Copyright 2014 Informa UK Ltd.

DOI: doi:10.3109/02699206.2013.820351

Abstract

The aim of this article is to examine processes occurring within problem-based learning (PBL) courses (inside the black box) by contrasting these processes with outcome-based studies (from outside the black box). We review meta-analyses of input–output studies of PBL in comparison with traditional approaches and provide a summary of qualitative, phenomenographic and factor analytic analyses of student experiences when studying health sciences (dentistry and medicine) using PBL curricula. Results from metaanalyses showed PBL courses were preferred for the long-term retention of course content, short-term retention involving elaboration of new information and the application of clinical skills and reasoning. Traditional approaches were favoured for short-term retention of course content that did not require any elaboration. The qualitative studies reveal a diversity of student views about the concept of PBL pedagogy and approaches to learning in PBL curricula. They show that the ways in which students approach their studies in PBL in health sciences are closely related to how they conceive of PBL and that these dimensions are closely related to how the goals and standards of PBL courses are perceived.

Item Details

Item Type:Refereed Article
Keywords:Problem based learning
Research Division:Education
Research Group:Education Systems
Research Field:Higher Education
Objective Division:Education and Training
Objective Group:Teaching and Instruction
Objective Field:Pedagogy
Author:Prosser, M (Professor Michael Prosser)
ID Code:122657
Year Published:2014
Web of Science® Times Cited:14
Deposited By:Office of Education
Deposited On:2017-11-21
Last Modified:2017-12-08
Downloads:0

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