title: Different outcomes of active and reflective students in problem-based learning.
abstract: 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.
authors.affiliation: Department of Medical Education, College of Medicine, The Catholic University of Korea, Seoul, Korea.
authors.forename: Yera
authors.initials: Y
authors.lastname: Hur
authors.forename: Sun
authors.initials: S
authors.lastname: Kim
mesh_terms: 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