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Peer reviewedDolmans, Diana H. J. M. – Academic Medicine, 1993
A University of Limburg (Netherlands) medical school study investigated the relationship between student-generated learning issues and faculty instructional objectives (i.e., the effectiveness of the problems posed) in a problem-centered obstetrics and child development curriculum. Subjects were 120 students and 12 faculty. Results indicated…
Descriptors: Child Development, Educational Objectives, Foreign Countries, Higher Education
Peer reviewedSegers, Mien S. R. – Studies in Educational Evaluation, 1997
Three studies were conducted on the validity of instruments adopted for student assessment in problem-based learning at the Maastricht School of Economics and Business Administration (the Netherlands). Results with 109 students suggest the importance of the breadth and depth of the student's knowledge profile and the extent to which the knowledge…
Descriptors: College Students, Economics, Evaluation Methods, Foreign Countries
Peer reviewedvan den Hurk, Marianne M.; Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; van der Vleuten, Cees P. M. – Medical Teacher, 2001
Focuses on problem-based curriculum students' generation of learning issues that are guidelines for their individual study. Investigates how many learning issues can be classified as being of good quality and presents examples of well and poorly formulated ones. (DDR)
Descriptors: Clinical Experience, College Curriculum, Concept Formation, Educational Strategies
Download full textvan den Hurk, Marianne M.; Wolfhagen, Ineke H. A. P.; Dolmans, Diana H. J. M.; Vleuten, Cees P. M. van der – 1998
This study conducted in the Netherlands examines the role of student-generated learning issues in a problem-based curriculum. The first questions was in which way students make use of the learning issues generated (as strict guidelines or as global guidelines) and does this differ between years of training? The second questions was what the…
Descriptors: Academic Achievement, Foreign Countries, Higher Education, Instructional Program Divisions
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
Dolmans, Diana H. J. M.; And Others – 1992
A method is presented for collecting information about the match between students' learning issues in problem-based learning and teachers' objectives. Subjects were 82 second-year medical students at the University of Limburg in Maastricht (Netherlands) in a problem-based curriculum. During a unit on pregnancy, childbirth, and child development,…
Descriptors: Educational Objectives, Evaluators, Foreign Countries, Higher Education
Direct linkVos, Henk; de Graaff, E. – European Journal of Engineering Education, 2004
The reasons to introduce formats of active learning in engineering (ALE) such as project work, problem-based learning, use of cases, etc. are mostly based on practical experience, and sometimes from applied research on teaching and learning. Such research shows that students learn more and different abilities than in traditional formats of…
Descriptors: Cognitive Objectives, Problem Based Learning, Active Learning, Metacognition
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
van den Hurk, Marianne M.; Wolfhagen, Ineke H. A. P.; Dolmans, Diana H. J. M.; Vleuten, Cees P. M. van der – 1999
The aim of this study was to identify the relationship between elements that are important for the tutorial group process and the individual learning process in a problem-based curriculum. The variables under investigation were: (1) student-generated learning issues; (2) individual learning process; (3) reporting in the tutorial group; and (4)…
Descriptors: Academic Achievement, Causal Models, Foreign Countries, Higher Education
Peer reviewedArts, Jos A. R.; Gijselaers, Wim H.; Segers, Mien S. R. – Instructional Science, 2002
Examines the redesign of a problem-based learning (PBL) course and its effects on students' cognitive learning outcomes in a college business course in the Netherlands. Compares the regular PBL course with the new authentic learning environment that included greater authenticity of case studies, more learner control, and social collaboration that…
Descriptors: Business Administration Education, Case Studies, Cognitive Processes, Computer Assisted Instruction
Gijselaers, Wim – 1994
Questions about the necessity of tutors' content experience and what skills are required to make tutor behavior effective have received increased attention in the literature about problem-based learning. The present study attempts to examine the effects of context-specific variables through analysis of the generalizability of tutor behavior and…
Descriptors: Background, Behavior Patterns, Context Effect, Correlation
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 reviewedVerhoeven, B. H.; Verwijnen, G. M.; Scherpbier, A. J. J. A.; Holdrinet, R. S. G.; Oeseburg, B.; Bulte, J. A.; van der Vleuten, C. P. M. – Medical Teacher, 1998
Compares the academic achievement of students from two Dutch medical schools, one employing problem-based learning (PBL) and one using non-PBL methods. No systematic differences were found on total test scores. Differences were demonstrated only at the level of individual questions. Results indicate that PBL and non-PBL instructional methods have…
Descriptors: Academic Achievement, Active Learning, Comparative Analysis, Comparative Testing
Dolmans, Diana H. J. M.; And Others – 1992
A method was developed for assessing the extent to which a test reflects the topics addressed in the problems presented in a problem-based learning environment (curriculum validity). The intended curriculum for a unit from the second year of medical school at the University of Limburg in Maastricht (Netherlands) was analyzed, and an 132-item topic…
Descriptors: Achievement Tests, College Curriculum, Content Analysis, Educational Objectives
Peer reviewedVan den Hurk, Marianne M.; Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; van der Vleuten, Cees P. M. – Medical Teacher, 1998
In a problem-based curriculum, students generate learning issues that are the guidelines for individual study. This study investigates the essential characteristics of learning issues and the importance they have in each year of training. Findings indicate that a useful learning issue contains a keyword that demarcates the content of a topic to be…
Descriptors: Active Learning, Foreign Countries, Higher Education, Independent Study
