Different outcomes of active and reflective students in problem-based learning.
BACKGROUND
In the recent past, many medical schools have adopted the problem-based learning (PBL) method in their curriculum.


OBJECTIVE
The key in this type of learning is the small group, which encourages students to perform and, thus, to learn effectively. This means the students must be grouped in such a way for the small group to facilitate the achievement of a better learning outcome.


METHODS
Using Felder's Learning Inventory, three groups of students were formed: active, reflective and a control with no particular propensity.


RESULTS
Some interesting results were found. Active learners did not have the highest score in any of the tested areas. Instead, the reflective group of learners had the best outcome in participation, and the control group showed the best teamwork in a PBL setting.


CONCLUSIONS
Overall, we have found that grouping students according to their varying learning styles can be very useful for specific and various learning outcomes.
Hur
Yera
Y
Department of Medical Education, College of Medicine, The Catholic University of Korea, Seoul, Korea.
Kim
Sun
S
D016009:Chi-Square Distribution; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D018794:Problem-Based Learning; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires