Problem-Based Learning and the Development of Students' Metacognitive Abilities
Abstract
This study of 120 students and their six tutors in a professional course implementing problem-based learning (PBL) provides insights into students' development of metacognitive abilities. Results indicate that students showed considerable development of metacognitive knowledge of both self-directed learning and problem-solving processes, and that this self-knowledge transferred successfully from college-based activities to students' clinical work with patients. The PBL learning environment described in the study actively encouraged the development of students' self-directed learning and problem-solving abilities, involving identification of learning goals and the use of metacognitive decision-making processes before, during, and after meeting these learning goals. While it does not imply causation, the study presents valuable insights into how a totally integrated, small-group, reiterative PBL curriculum can promote the development of students' metacognitive abilities, and it contributes to the growing body of evidence about the effectiveness of PBL in professional education.
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