ABSTRACT
The purpose of this study was to examine students' conception of their learning in a problem-based learning medical curriculum. A multiple case study design was used with two units of analyses: two PBL lab groups; and 15 individual students within each lab group. Data collected included weekly journals by students, video-tapes of PBL sessions, focus group interviews with students, two open-ended questionnaires completed by students, and interviews with the PBL tutors. Three thematic categories of students' conceptions of their learning emerged: (1) awareness of PBL goals and expectations; (2) efficiency and expertise; and (3) the role of the tutor.
Subject(s)
Attitude , Problem-Based Learning , Students, Medical , Awareness , Consumer Behavior , Evaluation Studies as Topic , Humans , Students, Medical/psychology , TeachingABSTRACT
The study was designed to identify text and reader characteristics that impede learning. Twenty-six adults with diabetes mellitus took a 15-item test for prior knowledge of diabetes, a 20-item vocabulary test, and a Need for Cognition questionnaire. Immediately after reading an excerpt from a commonly used diabetes pamphlet, they could recall an average of only eight of the 108 ideas in it. Readers seldom monitored their comprehension. Also, the topics that they thought were important differed from the topics that a physician thought were important. Many readers lacked reading skills, but those with high need for cognition and higher vocabulary scores recalled more topics. Even with an appropriate reading level, text characteristics that could hinder comprehension included lack of organization and clarity.
Subject(s)
Diabetes Mellitus/rehabilitation , Patient Education as Topic , Teaching Materials/standards , Adult , Aged , Aged, 80 and over , Humans , Middle Aged , Pamphlets , ReadingABSTRACT
In this study with lung cancer patients, we describe not only text characteristics that hinder comprehension, including unfamiliar words and poor organization, but also reader characteristics that hinder comprehension, such as educational level, and what the patient wants to know. Based on our and other's research we recommend writing what the reader wants to know, relating new learning to what the learner already knows, and using organizational cues for clarity and emphasis.
