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Direct linkSchaap, Lydia; Schmidt, Henk G.; Verkoeijen, Peter P. J. L. – Assessment & Evaluation in Higher Education, 2012
The purpose of this study was to gain insight into determinants of knowledge growth among first-year psychology students in a curriculum that uses the Progress Test (an assessment method for long-term retention of knowledge and knowledge growth) as its main assessment tool. To that end, the relation between the level of initial learning, prior…
Descriptors: Psychology, Problem Based Learning, Student Evaluation, Summative Evaluation
Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G. – Studies in Higher Education, 2007
This study investigated the impact of students' conceptions of constructivist learning activities on academic achievement and drop-out. Although constructivism represents an influential view of learning, studies investigating how students conceptualize this perspective have not been conducted before. A structural equation modelling approach was…
Descriptors: Study Habits, Learning Activities, Constructivism (Learning), Academic Achievement
Peer reviewedvan Berkel, Henk J. M.; Schmidt, Henk G. – Higher Education, 2000
Investigated Dutch college students' motivation to commit themselves to studying in a problem-based health sciences curriculum, expressed in terms of levels of attendance at tutorial meetings. Data on functioning of the tutorial group, tutor functioning, prior knowledge level, quality of instructional problems, time spent on individual study,…
Descriptors: Academic Achievement, Foreign Countries, Higher Education, Problem Based Learning
Download full textSchmidt, Henk G.; And Others – 1995
This study compared the diagnostic performance of 612 second-, third-, fourth-, fifth-, and sixth-year students from three Dutch medical schools who were educated in either a problem-based, an integrative, or a conventional curriculum. The students were presented with 30 carefully selected clinical cases to diagnose. The study found that, overall,…
Descriptors: Clinical Diagnosis, Conventional Instruction, Educational Methods, Experience
Schmidt, Henk G.; Moust, Jos H. C. – 1998
This paper examines research on students' learning in small tutorial groups, highlighting: (1) cognitive processes elicited by small group discussion and their effects on achievement; and (2) the influence of tutors on student learning. The studies examined problem based learning (PBL) in small groups in high schools and universities. Researchers…
Descriptors: Cognitive Processes, Discussion (Teaching Technique), Foreign Countries, Group Discussion
Peer reviewedSchmidt, Henk G.; And Others – Academic Medicine, 1996
A Dutch study compared the clinical diagnostic skills of 612 medical students educated at schools with problem-based, integrated, or conventional curricula. Students responded to 30 case histories epidemiologically representative of Dutch society and all organ systems. Students trained within problem-based and integrated curricula made more…
Descriptors: Clinical Diagnosis, Comparative Analysis, Curriculum Design, Foreign Countries
Peer reviewedSchmidt, Henk G.; And Others – Academic Medicine, 1993
A study of 336 staff-led, problem-based tutorial groups in a European university health sciences program found that students who were tutored by subject-matter experts achieved somewhat better and spent more time on self-directed learning. In addition, tutoring skill and content knowledge were important in effective tutoring. (Author/MSE)
Descriptors: Academic Achievement, Allied Health Occupations Education, Foreign Countries, Group Instruction
