Development of self‐directed learning behaviors in a partially teacher‐directed problem‐based learning curriculum

Abstract

Data from three sources (self‐reports of students, review of accreditation and program evaluation documents, and library circulation statistics) supported the hypothesis that students in a problem‐based learning (PBL) curriculum with significant teacher‐centered components nevertheless acquire behaviors reflecting self‐directed learning skills. These PBL students exhibited differences in the extent to which their learning was self‐directed when compared to lecture‐based students. The learning process and features of this partially teacher‐directed, PBL program that fostered the development of self‐directed learning are discussed. Development of these skills depended on the curriculum's adherence to the use of student‐generated learning issues as a guide for defining content to be learned, but also on several other factors.