TY - JOUR
T1 - Measuring approaches to learning in a problem based learning context
AU - Dolmans, D.H.
AU - Wolfhagen, I.H.
AU - Ginns, P.
KW - problem-based learning
KW - constructivist learning
KW - learning approach
KW - active learning
KW - study process questionnaire
PY - 2010/07/30
Y1 - 2010/07/28
VL - 1
N1 - doi: 10.5116/ijme.4c50.b666
DO - 10.5116/ijme.4c50.b666
M3 - doi: 10.5116/ijme.4c50.b666
JO - Int J Med Educ
SP - 55
EP - 60
PB - IJME
SN - 2042-6372
UR - http://www.ijme.net/archive/1/measuring-approaches-to-learning-in-pbl/
L1 - http://www.ijme.net/archive/1/measuring-approaches-to-learning-in-pbl.pdf
N2 - Objectives: Students in Problem-Based Learning (PBL) are assumed to adopt a deep learning approach and not a surface approach. This study investigated: 1) the reliability and validity of version of the Revised Study Process Questionnaire adapted to the PBL context (PBL-R-SPQ) and 2) the extent to which PBL students use deep or surface approaches, and whether this differs between first and second year students. Methods: The items of the R-SPQ were reformulated to better fit with a PBL environment, resulting in the PBL-R-SPQ. In total 262 students from MaastrichtMedicalSchool responded to the PBL-R-SPQ. Results: A Confirmatory Factor Analysis (CFA) demon-strated that a 9-item Deep Approach scale and a 9-item Surface Approach scale fitted the observed set of data well. Cronbach alphas for the Deep and Surface scales were 0.76 and 0.74, respectively. First year students reported signifi cantly higher Deep Approach scores (M = 3.60, SD = .48) than second year students (M = 3.40, SD = .48) (p = .001, d = .42). Conversely, second year students reported signifi-cantly higher Surface Approach scores, (M = 2.45, SD = .48) than first year students (M = 2.26, SD = .52) (p = .003, d = .38). Conclusions: The 18-item PBL-R-SPQ provides a valid and reliable tool to measure students' learning approach in PBL. In addition, PBL students tended to adopt a deep approach rather than a surface approach, which is in line with the assumptions behind PBL, although the second year students have a somewhat less deep approach than the first year students.
ER -