Supporting BDSI Student Learning, a Multilevel Approach – Defining the Scope of PBL Learning, Peer Created Assessment for and of Learning and Support Workshops

Abstract

Students find the uncertainty of the depth and breadth of learning associated with Problem Based Learning (PBL) to be a significant stressor and challenge. To tackle this problem the use of student generated MCQ questions, and provision of depth and breadth guidance notes were trialled and evaluated as a way to support students’ depth and breadth of learning in a PBL curriculum and related to students’ attributes.

While students reported challenges with setting MCQ questions, doing so made them think about the learning issues more deeply, and regression analyses showed that the number of MCQs authored was significantly associated with the Understanding construct of reflective thinking, as well as final written exam scores. Feedback from students regarding the provision of depth and breadth guidance notes was positive and suggested that such guidance eased their transition to PBL. The results from the Reflection Questionnaire and the R-SPQ-2F indicated that students were displaying levels of reflection and a deep approach consistent with the learning outcomes for which PBL was introduced.

Deliverables