Analysis of the psychological impact of Problem Based Learning (PBL) towards self directed learning among students in undergraduate medical education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The psychological impact of a learning tool towards self directed learning is an important outcome of medical education. Although problem based learning is believed to facilitate self directed learning, previous studies have reported conflicting results. This longitudinal survey explored the perceived psychological changes in self directed learning for two and a half years in an undergraduate phase 1 medical education program with an integrated problem-based learning curriculum. 170 of 200 students (response rate, 85%) completed the Self-Directed Learning Readiness Scale at five different time points: at the beginning of each semester year and at program completion. Scores were significantly lower during the first semester compared with other years, and fifth semester scores were significantly higher than in previous years. Scores on the three subscales (i.e., self-management, desire for learning, and self-control) increased significantly during the five semesters years of the programme. These findings support self-directed learning as a maturational process seen psychologically by the students. Implications for medical faculty and curriculum development are discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it