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The Impact of Student-generated Learning Issues on Individual Study Time and Academic Achievement.
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van den Hurk, Marianne M.; Wolfhagen, Ineke H. A. P.; Dolmans, Diana H. J. M.; Vleuten, Cees P. M. van der – 1998
This study conducted in the Netherlands examines the role of student-generated learning issues in a problem-based curriculum. The first questions was in which way students make use of the learning issues generated (as strict guidelines or as global guidelines) and does this differ between years of training? The second questions was what the…
Descriptors: Academic Achievement, Foreign Countries, Higher Education, Instructional Program Divisions
Testing a Causal Model for Learning in a Problem-Based Curriculum.
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van den Hurk, Marianne M.; Wolfhagen, Ineke H. A. P.; Dolmans, Diana H. J. M.; Vleuten, Cees P. M. van der – 1999
The aim of this study was to identify the relationship between elements that are important for the tutorial group process and the individual learning process in a problem-based curriculum. The variables under investigation were: (1) student-generated learning issues; (2) individual learning process; (3) reporting in the tutorial group; and (4)…
Descriptors: Academic Achievement, Causal Models, Foreign Countries, Higher Education
Exploring a Model of Study Time Allocation in a Problem-Based Medical Curriculum.
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Gijselaers, Wim H.; Schmidt, Henk G. – 1992
A study was done of the relation of time for individual study versus instruction time in a non-traditional, problem-based medical curriculum at the University of Limburg (Netherlands). The study collected data on 86 courses conducted in 5 consecutive academic years. In this problem-based approach, each curriculum year in the first 4 years…
Descriptors: Foreign Countries, Higher Education, Independent Study, Medical Education