Longitudinal Analysis of Cognitive and Affective Learning Outcomes in Problem-Based Learning Simulation Designs

• In Event: Design Research: Using Data Analytics to Advance Design Knowledge

Abstract

To better prepare medical practitioners, universities are increasingly beginning to espouse problem-based learning (PBL) simulations whereby learners solve similar types of problems that practitioners face. An important aspect of PBL also includes the changing role of teacher-as-facilitator. Teachers not only support learners as they solve the problem, but support reflection to finalize schema construction and repair errant thinking. However, a gap exists about the degree to which simulation debriefing by the instructor impacts cognitive and affective learning outcomes. Statistically significant differences emerged on problem representation measures, but not solution generation measures as the task progressed. No statistically differences emerged for self-efficacy scores. Implications for theory and practice are discussed.

Authors

• Andrew Tawfik, University of Memphis

• Jacque Bradford, University of Tennessee Health Systems