The Effect Of A Graduate Entry Level Problem Based Learning Curriculum

1135 Words Jul 15th, 2016 5 Pages
Reading Reflection: 5
The article by Groves (2005) summarizes the results of the study that investigated the impact of a graduate-entry level Problem-Based Learning curriculum (PBL) on individual learning style and the relationship between learning style, academic achievement, and clinical reasoning skill. Initially, 115 first-year medical students from a cohort of 272 students were recruited for the study at the beginning of their undergraduate medical education. However, only 77 students completed the study. These students had a prior tertiary degree in the areas such as biological sciences, health professions, physical sciences and social sciences. The Study Process Questionnaire (SPQ) was used as the outcome measure to identify students’ learning style. The SPQ is a 42-item questionnaire that uses a five-point Likert scale to categories learning style into the surface, deep and achieving categories. Each category is further divided into motive and strategy. In addition, the Diagnostic Thinking Inventory (DTI), a 42- item questionnaire that assesses the flexibility of thinking and the organization of knowledge, was used to assess the development of clinical reasoning skill. The SPQ was administered at the beginning of the first year medical program and both, SPQ and DTI were administered at the end of the year. The data from SPQ 1 and SPQ 2 were analyzed using the T-test, one-way ANOVA, and Chi-square goodness-of-fit. In addition, the Pearson’s correlation coefficient was…

Related Documents