A Focus on Process Improves Problem-Based Learning Outcomes in Large Classes

In the absence of ongoing, structured, dialogue between the instructor and the students, a tutorless problem-based learning (PBL) format can give rise to several problems that interfere with learning: (i) students’ emotions can interfere with their willingness to participate and decrease the quality of their learning; (ii) misapprehensions and weak thinking, group, and problem-solving skills can cause students to become lost in the problem-solving process, and; (iii) there is no opportunity to examine abilities and skills directly, so that they may be systematically improved. The approach described in this paper addressed these three problems through the explicit introduction of a written dialogue process. Interactive, metacognitive dialogues between the students and the instructor occurred through the use of a learning journal, a reflective journal, student-created examination questions, comprehensive mid-course student self-evaluation of learning needs, and self-directed learning of the needs identified in the self-evaluation process. The results of a questionnaire that was distributed at the end of the students’ final examinations indicated that the students enjoyed the process more than the less structured PBL format, learned more, and were more confident about their learning. Future research must be designed to determine the degree to which process-based education improves students’ propensity and ability to use problem-solving and self-assessment processes, and whether such a process focus improves educational outcomes.