Changes in student approaches to learning with the introduction of computer-supported problem-based learning

• Published in: Medical education Vol. 38; no. 4; pp. 390 - 398
• Main Authors: Strømsø, Helge I, Grøttum, Per, Hofgaard Lycke, Kirsten
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Science Ltd 01.04.2004; Blackwell; Wiley Subscription Services, Inc
• Subjects: Adult; Attitude of Health Personnel; Attitude to Computers; Computer-Assisted Instruction - methods; computers/standards; Curriculum subjects: programmes and methods; education; Education, Medical, Undergraduate - methods; Educational sciences; Female; Humans; Male; Medical and paramedical education; medical undergraduate/methods/standards; medical/standards; Norway; Problem-Based Learning - methods; Professional Competence - standards; questionnaires; students; Students, Medical - psychology; Surveys and Questionnaires; Teaching methods; Norway; Medicine; Learning Strategy; Questionnaire; Learning environment; Computer Science; Problem Solving
• ISSN: 0308-0110; 1365-2923
• DOI: 10.1046/j.1365-2923.2004.01786.x

Objectives  To study changes in student approaches to learning following the introduction of computer‐supported, problem‐based learning. Setting  Medical students at the University of Oslo undertake a 12‐week period of clinical placement during their 10th term. In this period they continue to undertake problem‐based learning (PBL) in the form of distributed problem‐based learning (DPBL) in a computer‐supported learning environment. Design  A questionnaire focusing on learning styles, PBL, and information and communication technology (ICT) was distributed before and after the DPBL period. Subjects  All students in their 10th term at the University of Oslo (n = 61). Results  The introduction of DPBL did not seem to affect the participants' use of regulating strategies or their mental models of learning. After the DPBL period, group discussion and tutor input were reported to have less influence on students' self‐study, while the students perceived themselves as being less active in groups and as expecting less from tutors. There was a relationship between perceived tutor influence and students' familiarity with ICT. The DPBL period seemed to increase students' task‐related web accesses and use of experts, and to decrease their task‐related use of textbooks and discussions with students outside the group. Conclusions  Students' general approaches to learning were not affected by the introduction of DPBL. However, there was a decrease in students' expectations concerning activity in the group and the importance of the tutor. These changes were related to students' familiarity with the use of computers. Web‐based resources and experts became more important resources to the students during the DPBL period.