Identifying Longitudinal Growth Trajectories of Learning Domains in Problem-Based Learning: A Latent Growth Curve Modeling Approach Using Structural Equation Modeling

• In Event: Longitudinal Assessment Issues in Health Professions

Abstract

Objective: To determine the direction and extent to which medical students scores on four by small-group tutors observed problem-based-learning-related domains changes over nine consecutive blocks over a two-year period (Domains: Problem Solving/Use-of-Information/Group Process/Professionalism). Methods: Latent growth curve modeling is used to analyze performance trajectories in each domain of two cohorts of 1st and 2nd year students (n=298). Results: Slopes of the growth trajectories show similar linear increments in the first three domains. Further analysis revealed relative strong individual variability in initial scores but not in their later increments. Professionalism, on the other hand, shows low variability and nonsignificant slope increments. Conclusion: Professionalism, in contrast to other domains, is less affected by the curriculum suggesting that this represents a stable characteristic.

Authors

• Paul F. Wimmers, University of California - Los Angeles

• Ming Lee, University of California - Los Angeles