title: Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.
abstract: BACKGROUND
  Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure.
  
  
  METHODS
  We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha.
  
  
  RESULTS
  The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other.
  
  
  CONCLUSIONS
  The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.
authors: Medical Education Unit (MEU) Fakultas Kedokteran UII, Jl.Kaliurang Km 14.5 Ngaglik, Sleman, Yogyakarta, 55584, Indonesia. umakhoiriyah@gmail.com.
authors: Umatul
authors: U
authors: Khoiriyah
authors: Sydney Medical School - Northern, the University of Sydney, Hornsby Kur-ring-gai Hospital, Palmerston Road, Hornsby, NSW, 2077, Australia. christopher.roberts@sydney.edu.au.
authors: Chris
authors: C
authors: Roberts
authors: Sydney Medical School, Edward Ford Building A27, the University of Sydney, Sydney, NSW, 2006, Australia. christine.jorm@sydney.edu.au.
authors: Christine
authors: C
authors: Jorm
authors: Maastricht University, Educational Development and Research, P.O. Box 616, Maastricht, 6200, MD, The Netherlands. c.vandervleuten@maastrichtuniversity.nl.
authors: C P M
authors: CP
authors: Van der Vleuten
mesh_terms: D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D007858:Learning; D018794:Problem-Based Learning / Q000379:methods*; D015203:Reproducibility of Results; D012647:Self-Assessment; D013337:Students, Medical / Q000523:psychology*; D013850:Thinking