The Cognitive Effects of Problem-Based Learning: A Preliminary Study.

Autor/inn/en	Hmelo, Cindy E.; und weitere
Titel	The Cognitive Effects of Problem-Based Learning: A Preliminary Study.
Quelle	(1994), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Clinical Diagnosis; Cognitive Processes; Coherence; Curriculum; Educational Assessment; Educational Objectives; Higher Education; Learning Strategies; Medical Education; Medical Students; Outcomes of Education; Problem Based Learning; Teaching Methods; Thinking Skills + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Cognitive process; Kognitiver Prozess; Curricula; Lehrplan; Rahmenplan; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Medizinische Ausbildung; Lernleistung; Schulerfolg; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit
Abstract	In a study of the development of measures that can assess specific learning and reasoning changes affected by a problem-based learning (PBL) curriculum in medical education, evidence is provided of the cognitive benefits of a PBL approach. To determine whether PBL students reach reasoning goals with a novel clinical case, the study evaluated directionality of reasoning, coherence of explanations, and use of basic science information in explanations for 20 medical students in a PBL class and 20 in the same core curriculum without the PBL experience. Both groups evaluated the same clinical case study. The paper-and-pencil measures that were developed revealed a significantly greater use of hypothesis-driven reasoning in the PBL group, as well as greater coherence in their explanations. PBL instruction appears to have distinct cognitive consequences that may influence medical practitioners throughout their careers and may shape the learning strategies they use in lifelong learning. Six figures present study data. (Contains 14 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC