The Effect of Problem-Based Learning Case Presentation Format on Student Learning

• In Event: 41.032 - Implications of Learning Theory for Instruction

Abstract

In order to activate prior knowledge or experiences in PBL, students are given a clinical case in which content is presented sequentially. This format seems most natural since it mimics the way in which clinical problems are presented in the real world to expert-diagnosticians.
We investigated how different approaches of presenting the clinical case to students would affect their performance. In the present study we compared a sequential or “serial-cue” format with a “whole-case” version of the same clinical case.
Multivariate tests revealed an overall significant effect for condition on Evaluation of Student PBL Performance and Student Ratings of [PBL Tutor] Instruction (SRI) but not on Multiple choice questions (MCQ) knowledge-based assessments

Authors

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

• Melody Cherny, University of California - Los Angeles