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) achievement. A questionnaire containing 21 items was developed. Data were collected in the first year from 195 students at the Medical School of Maastricht University (the Netherlands) in the 1997-98 school year. Data were analyzed with a structural modeling approach. Results indicate that the model fitted the data well. The path coefficients were moderately high, particularly between the explanation-oriented approach and the depth of the reporting in the tutorial group. High path coefficients were also found between the depth of the reporting and achievement. In sum, the model gives insight into how important variables are related. It is recommended that data be collected to test the model repeatedly. (Contains 2 tables, 2 figures, and 14 references.) (Author/SLD)