Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

Objectives: To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum.

Methods: A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum.

Superficial and deep learning approaches among medical students in an interdisciplinary integrated curriculum.

Introduction: Students' learning approaches have a significant impact on the success of the educational experience, and a mismatch between instructional methods and the learning approach is very likely to create an obstacle to learning. Educational institutes' understanding of students' learning approaches allows those institutes to introduce changes in their curriculum content, instructional format, and assessment methods that will allow students to adopt deep learning techniques and critical thinking. The objective of this study was to determine and compare learning approaches among medical students following an interdisciplinary integrated curriculum.

Midterm peer feedback in problem-based learning groups: the effect on individual contributions and achievement.

Even though peer process feedback is an often used tool to enhance the effectiveness of collaborative learning environments like PBL, the conditions under which it is best facilitated still need to be investigated. Therefore, this study investigated the effects of individual versus shared reflection and goal setting on students' individual contributions to the group and their academic achievement. In addition, the influence of prior knowledge on the effectiveness of peer feedback was studied.

Development of an instrument (the COLT) to measure conceptions on learning and teaching of teachers, in student-centred medical education.

Background: Conceptions of medical teachers regarding learning and teaching affect their teaching practice. Therefore conceptions should be addressed in faculty development.

Aim: To facilitate this, we constructed the Conceptions Of Learning and Teaching (COLT) instrument.

The effect of midterm peer feedback on student functioning in problem-based tutorials.

Within Problem-Based Learning successful learning depends on the quality of cognitive, social and motivational contributions students make to the tutorial group. But at the same time, not all students in PBL automatically contribute in a high quality manner, which might impede successful group functioning. This study investigated whether peer process feedback combined with goal setting can be used to improve the quality of students' individual contributions.