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Van den Hurk MM, Dolmans DH, Wolfhagen IH, et al. Testing a causal model for learning in a problem-based curriculum. Adv Health Sci Educ Theory Pract. 2001;6(2):141-9doi: 10.1023/a:1011402507476.
Van den Hurk, M. M., Dolmans, D. H., Wolfhagen, I. H., & Van der Vleuten, C. P. (2001). Testing a causal model for learning in a problem-based curriculum. Advances in health sciences education : theory and practice, 6(2), 141-9. https://doi.org/10.1023/a:1011402507476
Van den Hurk, M M, et al. "Testing a causal model for learning in a problem-based curriculum." Advances in health sciences education : theory and practice vol. 6,2 (2001): 141-9. doi: https://doi.org/10.1023/a:1011402507476
Van den Hurk MM, Dolmans DH, Wolfhagen IH, Van der Vleuten CP. Testing a causal model for learning in a problem-based curriculum. Adv Health Sci Educ Theory Pract. 2001;6(2):141-9. doi: 10.1023/a:1011402507476. PMID: 11435764.
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Adv Health Sci Educ Theory Pract. 2001;6(2):141-9. doi: 10.1023/a:1011402507476.

Testing a causal model for learning in a problem-based curriculum.

Advances in health sciences education : theory and practice

M M Van den Hurk, D H Dolmans, I H Wolfhagen, C P Van der Vleuten

Affiliations

  1. Department of Educational Development and Research, Maastricht University, P.O. Box 616, 6200 MD Maastricht, The Netherlands.

PMID: 11435764 DOI: 10.1023/a:1011402507476

Abstract

The aim of this study was to identify the relationship between elements that are important for the tutorial group process and the individual learning process in a problem-based curriculum. The variables under investigation were student-generated learning issues, individual learning process, reporting in the tutorial group, and achievement.A questionnaire containing 22 items was developed. Data were collected in the first year (N = 195) of the Medical School of the Maastricht University in the Netherlands during the academic year 1997-1998. The data were analysed using a structural modelling approach. The results indicate that the model fitted the data well. The path coefficients were moderately high, particular between the explanation-oriented approach and the depth of the reporting in the tutorial group. High path coefficients were also found between the depth of the reporting and achievement. In sum, the model gives insight into how important variables are related and it is recommended that data should be collected to test the model repeatedly.

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