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| Research article summary (published 27 Feb 2009): |
Impact of problem-based, active learning on graduation rates for 10 generations of Dutch medical students.
Full Abstract
OBJECTIVES: We aimed to study the effects of active-learning curricula on graduation rates of students and on the length of time needed to graduate. METHODS: Graduation rates for 10 generations of students enrolling in the eight Dutch medical schools between 1989 and 1998 were analysed. In addition, time needed to graduate was recorded. Three of the eight schools had curricula emphasising active learning, small-group instruction and limited numbers of lectures; the other five had conventional curricula to varying degrees. RESULTS: Overall, the active-learning curricula graduated on average 8% more students per year, and these students graduated on average 5 months earlier than their colleagues from conventional curricula. CONCLUSIONS: Four hypotheses potentially explaining the effect of active learning on graduation rate and study duration were considered: (i) active-learning curricula promote the social and academic integration of students; (ii) active-learning curricula attract brighter students; (iii) active-learning curricula retain more poor students, and (iv) the active engagement of students with their study required by active-learning curricula induces better academic performance and, hence, lower dropout rates. The first three hypotheses had to be rejected. It was concluded that the better-learning hypothesis provides the most parsimonious account for the data.
Author information
Author/s: Schmidt, Henk G (HG); Cohen-Schotanus, Janke (J); Arends, Lidia R (LR);
Affiliation: Department of Psychology, Erasmus University, Rotterdam, The Netherlands. Schmidt(-atsign-)fsw.eur.nl
Journal and publication information
Publication Type: Comparative Study; Journal Article; Multicenter Study
Journal: Medical education (Med Educ), published in England. (Language: eng)
Reference: 2009-Mar; vol 43 (issue 3) : pp 211-8
Dates: Created 2009/03/02; Completed 2009/04/20;
PMID: 19250347, status: MEDLINE (last retrieval date: 4/20/2009, IMS Date: 20 Apr 2009 00:00:00)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
Comments and Corrections
CommentIn: Med Educ. 2009 Mar;43(3):199-201. (PMID: 19250345)
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