Prospective comparison of student-generated learning issues and resources accessed in a problem-based learning course
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
BACKGROUND: Multiple factors can contribute to variability in content coverage and student study activities between problem-based learning (PBL) groups. AIMS: The purpose of this study was to analyse the student learning issues to answer three questions: 1. How do the student-generated learning issues compare to faculty-developed 'key feature' objectives for each case? 2. Is there stability in choice of student learning issues over a four-year period? 3. What resources do the students access and has this changed over a four-year period? METHODS: Student-generated learning issues were collected during a course that follows a PBL design using standardized patient cases. Between 2002 and 2005, 407 students in 74 groups completed the course. The student-generated learning issues were compared with faculty-developed learning objectives to identify content covered. Students also recorded resources accessed and time spent researching the learning issues. RESULTS: Learning issues regarding medical content had moderate correspondence to faculty objectives. However, 'key feature' objectives that included other content such as communication challenges, ethics issues, psychosocial stressors, etc. were identified less frequently in student learning issues. Student study time was constant across cases, groups and years. A trend toward increased use of electronic resources over time was identified, and student choice of resource material did not necessarily match the references listed in the case materials. CONCLUSION: Despite similarity in student study time between groups, significant variability in content of learning issues and resources accessed was apparent.
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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 | 0.007 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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