SEARCH

SEARCH BY CITATION

References

  • 1
    Gijbels D, van den Bossche P, Loyens S. Student achievement in problem-based learning. In: Hattie JAC, Anderman EM, eds. International Guide to Student Achievement. New York, NY: Routledge 2012;382–4.
  • 2
    Albanese MA, Mitchell S. Problem-based learning and student achievement: a review of literature on its outcomes and implementation issues. Acad Med1993;68:5281.
  • 3
    Strobel J, van Barneveld A. When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdiscipl J Problem Based Learn2009;3:4458.
  • 4
    Walker A, Leary H. A problem-based learning meta-analysis: differences across problem types, implementation types, disciplines, and assessment levels. Interdiscipl J Problem Based Learn 2009;3 (1):1243.
  • 5
    Gijbels D, Dochy F, van den Bossche P, Segers M. Effects of problem-based learning: a meta-analysis from the angle of assessment. Rev Educ Res2005;75 (1):2761.
  • 6
    Vanthournout G, Donche V, Gijbels D, van Petegem P. Alternative data analysis techniques in research on student learning: illustrations of person-oriented and developmental perspectives. Reflect Educ2009;5 (2):3551.
  • 7
    Barrows HS, Tamblyn RM. Problem-Based Learning. An Approach to Medical Education. New York, NY: Springer 1980.
  • 8
    Schmidt HG. Resolving inconsistencies in tutor expertise research: does lack of structure cause students to seek tutor guidance?Acad Med1994;69:65662.
  • 9
    Dolmans DHJM, Wolfhagen HAP, Schmidt HG. Effects of tutor expertise on student performance in relation to prior knowledge and level of curricular structure. Acad Med1996;71 (9):100811.
  • 10
    Dolmans DHJM, Gijselaers WH, Moust JHC, de Grave WS, Wolfhagen HAP, van der Vleuten CPM. Trends in research on the tutor in PBL: conclusions and implications for educational practice and research. Med Teach2002;24 (2):17380.
  • 11
    Loyens SMM, Gijbels D, Coertjens L, Côté DJ. Students’ approaches to learning in problem-based learning: taking into account students’ behaviour in the tutorial groups, self-study time, and different assessment aspects. Stud Educ Eval . doi: 10.1016/j.stueduc.2012.10.004.
  • 12
    Groves M. Problem-based learning and learning approach: is there a relationship?Adv Health Sci Educ2005;10:31526.
  • 13
    Papinczak T. Are deep strategic learners better suited to PBL? A preliminary study. Adv Health Sci Educ2009;14:33753.
  • 14
    Gijbels D, van de Watering G, Dochy F, van den Bossche P. The relationship between students’ approaches to learning and the assessment of learning outcomes. Eur J Psychol Educ2005;20 (4):32741.
  • 15
    Vanthournout G. Patterns in Student Learning. Exploring a Person-oriented and a Longitudinal Research Perspective. Antwerp: Garant 2011.
  • 16
    Nijhuis J, Segers M, Gijselaers W. The extent of variability in learning strategies and students’ perceptions of the learning environment. Learn Instruct2008;18 (2):12134.
  • 17
    Mattick K, Knight L. High-quality learning: harder to achieve than we think?Med Educ2007;41:63844.
  • 18
    Baeten M, Kyndt E, Struyven K, Dochy F. Using student-centred learning environments to stimulate deep approaches to learning: factors encouraging or discouraging their effectiveness. Educ Res Rev2010;5 (3):24360.
  • 19
    Ten Cate TJ, Kusurkar RA, Williams GC. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59. Med Teach2011;33:96173.
  • 20
    Ryan RM, Deci LE. Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. Am Psychol2000;55 (1):6878.
  • 21
    Rotgans JI, Schmidt HG. Situational interest and academic achievement in the active-learning classroom. Learn Instruct2011;21:5867.
  • 22
    Schmidt HG, Rotgans JI, Yew EHJ. The process of problem-based learning: what works and why. Med Educ2011;45:792806.
  • 23
    van den Bossche P. Minds in Teams. The Influence of Social and Cognitive Factors on Team Learning. PhD Thesis. Maastricht: Maastricht University 2006.
  • 24
    Visschers-Pleijers AJSF, Dolmans DHJM, de Leng BA, Wolfhagen IHAP, van der Vleuten CPM. Analysis of verbal interactions in tutorial groups: a process study. Med Educ2006;40:12937.
  • 25
    Aarnio M, Lindblom-Ylänne S, Nieminen J, Pyörälä E. Dealing with conflicts on knowledge in tutorial groups. Adv Health Sci Educ2012. doi: 10.1007/s10459-012-9366-z.
  • 26
    Kamp RJA, Dolmans DHJM, van Berkel HJM, Schmidt HG. The effect of midterm peer feedback on student functioning in problem-based tutorials. Adv Health Sci Educ2012. doi: 10.1007/s10459-012-9364-1.