Fitness for purpose evaluation in problem based learning should consider the requirements for establishing descriptive causation.

Full Abstract

Debate continues about what existing evaluations of the impact of Problem Based Learning tell us and about how future evaluations should be designed. This paper argues that establishing descriptive causation should be an important goal of such evaluations. Minimizing threats to internal validity is of key importance to establishing descriptive causation. It is argued that whilst not a panacea randomized experiments offer particular advantages in this respect. This is illustrated through comparison of examples of evaluations of Problem Based Learning that have used different types of study design.

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Author information

Author/s: Newman, Mark (M);

Affiliation: Evidence for Policy and Practice Information and Coordinating Centre (EPPI-Centre), Social Science Research Unit (SSRU), Institute of Education, University of London, 18 Woburn Square, London, UK. m.newman(-atsign-)ioe.ac.uk

Journal and publication information

Publication Type: Journal Article

Journal: Advances in health sciences education : theory and practice (Adv Health Sci Educ Theory Pract), published in Netherlands. (Language: eng)

Reference: 2006-Nov; vol 11 (issue 4) : pp 391-402

Dates: Created 2006/09/21; Completed 2006/12/12;

PMID: 16937237, status: MEDLINE (last retrieval date: 12/26/2008)

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