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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
Sockalingam, Nachamma; Schmidt, Henk G. – Interdisciplinary Journal of Problem-based Learning, 2011
This study aimed to identify salient problem characteristics perceived by students in problem-based curricula. To this end, reflective essays from biomedical students (N = 34) on characteristics of good problems were text-analyzed. Students identified eleven characteristics, of which they found the extent to which the problem leads to desired…
Descriptors: Problem Based Learning, Student Attitudes, Essays, Biological Sciences
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 textvan Berkel, Henk J. M.; Schmidt, Henk G. – 1999
Problem-based learning is an approach to professional education that stresses the use of real life problems in education. This paper focuses attention to the commitment of students to engage in the problem-based learning process. Subjects, approximately 1,300 undergraduates in a health sciences curriculum, completed a questionnaire covering…
Descriptors: Academic Achievement, Foreign Countries, Health Services, Higher Education
Schmidt, 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
Gijselaers, Wim H.; Schmidt, Henk G. – 1992
A study was done of the relation of time for individual study versus instruction time in a non-traditional, problem-based medical curriculum at the University of Limburg (Netherlands). The study collected data on 86 courses conducted in 5 consecutive academic years. In this problem-based approach, each curriculum year in the first 4 years…
Descriptors: Foreign Countries, Higher Education, Independent Study, Medical Education
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 – Journal of Medical Education, 1987
Fifteen studies comparing various educational outcomes of problem-based, community-oriented medical curricula with those of conventional programs are reviewed. The problems inherent in comparative research at the curriculum level are discussed. (MSE)
Descriptors: Comparative Analysis, Comparative Education, Conventional Instruction, Curriculum Design
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
Schmidt, Henk G.; And Others – 1990
The ways in which a rating scale developed for problem-based medical curricula provides information that is useful in the area of curriculum reform were demonstrated in a study involving 95 first-year medical students at the University of Sherbrooke in Quebec (Canada). The rating scale, based on the theory of problem-based learning of W. H.…
Descriptors: Curriculum Development, Curriculum Evaluation, Evaluation Utilization, Foreign Countries
Schmidt, Henk G.; Moust, Jos H. C. – 1995
This study tested a causal model of the influence of tutor behavior on student achievement and interest in the context of problem-based learning. Data were gathered from 524 tutorial groups involving students in the health sciences curriculum at the University of Limburg in the Netherlands during 1992-93. Correlations among the 261 tutors' social…
Descriptors: Academic Achievement, Allied Health Occupations Education, Causal Models, College Faculty
