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Are deep strategic learners better suited to PBL? A preliminary study

机译：深入的战略学习者是否更适合PBL？初步研究

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The aim of this study was to determine if medical students categorised as having deep and strategic approaches to their learning find problem-based learning (PBL) enjoyable and supportive of their learning, and achieve well in the first-year course. Quantitative and qualitative data were gathered from first-year medical students (N = 213). All students completed the Medical Course Learning Questionnaire at the commencement and completion of their first year of medical studies. The instrument measured a number of different aspects of learning, including approaches to learning, preferences for different learning environments, self-efficacy, and perceptions of learning within PBL tutorials. Qualitative data were collected from written responses to open questions. Results of students' performance on two forms of examinations were obtained for those giving permission (N = 68). Two-step cluster analysis of the cohort's responses to questions about their learning approaches identified five clusters, three of which represented coherent combinations of learning approaches (deep, deep and strategic, and surface apathetic) and two clusters which had unusual or dissonant combinations. Deep, strategic learners represented 25.8% of the cohort. They were more efficacious, preferred learning environments which support development of understanding and achieved significantly higher scores on the written examination. Strongly positive comments about learning in PBL tutorials were principally described by members of this cluster. This preliminary study employed a technique to categorise a student cohort into subgroups on the basis of their approaches to learning. One, the deep and strategic learners, appeared to be less vulnerable to the stresses of PBS in a medical course. While variation between individual learners will always be considerable, this analysis has enabled classification of a student group that may be less likely to find PBL problematic. Implications for practice and suggestions for future research are proposed.
机译：这项研究的目的是确定被归类为具有深远和战略性学习方式的医学生是否发现以问题为基础的学习（PBL）对他们的学习感到愉快和支持，并在一年级课程中取得良好的成绩。从一年级医学生（N = 213）收集了定量和定性数据。所有学生在医学学习的第一年开始和完成时都完成了医学课程学习问卷。该工具测量了学习的许多不同方面，包括学习方法，对不同学习环境的偏好，自我效能以及PBL教程中对学习的看法。定性数据是从对未解决问题的书面答复中收集的。获得许可的学生获得了两种形式的考试成绩（N = 68）。对队列对他们的学习方法问题的回答进行的两步聚类分析确定了五个聚类，其中三个代表学习方法的连贯组合（深层，深层，策略性和表面性冷漠），两个聚类具有不寻常或不和谐的组合。精通策略的学习者占同期队列的25.8％。它们是更有效的首选学习环境，可支持理解的发展并在笔试中取得明显更高的分数。该集群的成员主要描述了在PBL教程中对学习的强烈好评。这项初步研究采用了一种技术，可以根据学生的学习方式将其归类。在医学课程中，一个有深度且有策略的学习者似乎较不容易受到PBS的压力。尽管各个学习者之间的差异总是很大，但该分析可以对可能不太可能发现PBL有问题的学生群体进行分类。提出了实践意义和对未来研究的建议。

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