Speech-language pathology students' approaches to learning in a problem-based learning curriculum

Mok, Cecilia K. F., Dodd, Barbara and Whitehill, Tara L. (2009) Speech-language pathology students' approaches to learning in a problem-based learning curriculum. International Journal of Speech-Language Pathology, 11 6: 472-481. doi:10.3109/17549500903003052


Author Mok, Cecilia K. F.
Dodd, Barbara
Whitehill, Tara L.
Title Speech-language pathology students' approaches to learning in a problem-based learning curriculum
Journal name International Journal of Speech-Language Pathology   Check publisher's open access policy
ISSN 1754-9515
1754-9507
Publication date 2009-12
Sub-type Article (original research)
DOI 10.3109/17549500903003052
Volume 11
Issue 6
Start page 472
End page 481
Total pages 10
Place of publication London, United Kingdom
Publisher Informa Healthcare
Language eng
Subject 1103 Clinical Sciences
1702 Cognitive Sciences
Abstract Problem-based learning (PBL) is hypothesized to enhance the development of deep learning. Most previous studies, however, have focused on outcomes (knowledge and skills) rather than students' approaches to learning, or how learning approach correlates with learning outcomes. Undergraduates in a speech-language pathology program (n=114) completed the revised 2-factor Study Process Questionnaire (R-SPQ-2F) twice in an academic year to identify their approaches to learning and to compare these results with academic outcomes. Two findings emerged. Although the mean of scores for the deep approach (DA) to learning was consistently higher than the mean of scores for the surface approach (SA) to learning, exposure to PBL led to significant increase in DA and SA to learning during an academic year for students in Years 1 to 3. Students who did well in a PBL examination showed a much stronger DA than SA to learning, while students who performed less well showed a smaller difference between DA and SA to learning. Possible explanations for these findings are evaluated and implications for further studies are discussed.
Keyword Problem-based learning
Education
Learning approaches
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: UQ Centre for Clinical Research Publications
ERA 2012 Admin Only
 
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Created: Sun, 24 Jan 2010, 00:04:13 EST