Dochy, Filip

Gijbels, David

Segers, Mien

Van den Bossche, Piet

English

Research Papers in Economics

A comparison between

A comparison of an innovative medical school with traditional schools: An analysis in the cognitive domain.

A good start in architecture. In

A problem-oriented independent studies programme in basic medical sciences.

A taxonomy of problem-based learning methods.

A theory-based framework for assessing domain-speciﬁc problem solving ability. Educational Measurement: Issues and Practice,

A theory-driven approach to assessing the cognitive effects of PBL.

Alternatives in assessment of achievements, learning processes and prior knowledge.

An alternative for assessing problem-solving skills: The overall test.

An analysis of progress test results of PBL and non-PBL students.

An evaluation of problem-based learning in small groups utilizing simulated patient.

An experiment in medical education: A critical analysis using traditional criteria.

An inter- and intrauniversity comparison with short case-based testing.

An international comparison of knowledge levels of medical students: The Maastricht progress test.

Applying problem-based learning in ﬁrst-year social work.

Assessment of exam performance after change to problem-based learning: Differential effects by question type. Teaching and Learning in

Assessment of prior knowledge as a determinant for future learning. Utrecht/London: Lemma B. V./Jessica Kingsley Publishers.

Assessment practices and students’ knowledge proﬁles in a problem-based curriculum. Learning Environments Research:

Becoming a strategic reader.

Changing problem-based learning [Introduction]. In

Cognitive proﬁle: Basic determinant of academic achievement.

Cognitive proﬁles: Examining selfplanned learning and thinking styles. Paper presented at the annual meeting of the American Educational Research Association,

Cognitive theory as the basis for design of innovative assessment: Design characteristics of science assessments

Comparison between a problem-based, community-oriented track and a traditional track within one medical school. In

Comparison of problem-based learning and lecture format in continuing medical education on headache diagnosis and management.

Conceptions of learning and knowledge: Impacts on the implementation of problem-based learning.

Curriculum style and the integration of biomedical and clinical knowledge. In

Democracy and education.

Dewey, Peirce, and the learning paradox.

Does problem-based learning provide other knowledge? In

Does problem-based learning work? A metaanalysis of evaluative research.

Effect of two preclinical curricula on NMBE Part I examination performance.

Effectiveness of problem-based learning curricula: Research and theory.

Effects of conventional and problembased medical curricula on problem-solving.

Effects of problembased learning: A meta-analysis.

Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A metaanalysis.

Evaluation of health sciences education programs: Program and student assessment at McMaster University. In

Examiners (n.d.). The United States Medical Licensing Examination.Retrieved February 6, 2003, from http://www.usmle.org

Expert knowledge and processes of thinking. In

Frameworks for comprehending.

Freedom to learn. Colombus,

How science takes stock.

How we think.

http://rer.aera.net Downloaded from 55 APPENDIX Studies measuring the knowledge structure Subjects Method of Level of Result Study PBL/conv assessment assessment ES p value

http://rer.aera.net Downloaded from Effects of Problem-Based Learning

Innovation in medical education: An evaluation of its present status (pp. 41–49). New York: Springer. Authors DAVID GIJBELS is a Researcher at the Centre of Excellence in Higher Education (ECHO),

Instructional psychology: Overview.

Integrating background nursing experience and study at the postgraduate level: An application of problem based learning.

Integrating research: A guide for literature reviews (2nd ed.).

is a Professor of Educational Sciences in the Department of Educational Sciences, University of Leiden, Wassenaarseweg 52, Postbus 9555, 2300 RB Leiden, The Netherlands; e-mail segers@fsw.leidenuniv.nl. She is also a Professor in the

Knowledge based solution strategies in medical reasoning.

Learning and thinking.

Learning skills and the acquisition of knowledge.

Mathematical problem solving.

Measurement and evaluation in education and psychology.

Medical chemistry: Evaluation of active and problem-oriented teaching methods.

Meta-analysis in early childhood education: Progress and problems. In

Meta-analysis in social research.

Meta-analysis: Cumulating research ﬁndings across studies.

Methods of meta-analysis: Correcting error and bias in research ﬁndings.

New approaches to cognitive and conative structures in education.

Not just a method but a way of learning.

On the content validity of performance assessments: Centrality of domain speciﬁcation. In

On the meanings of constructed response. In

Optimizing new modes of assessment: In search of qualities and standards. Boston/Dordrecht:

Pathology education in a problem-based medical curriculum. Teaching and Learning in

Peer group support in economics: Innovations in problem-based learning. In

Performances on the NMBE I, II, III by medical students in the problem-based learning and conventional tracks at the

Perspectives on problem-based learning. In

Practical signiﬁcance: A concept whose time has come.

Primary, secondary and meta-analysis.

Problem-based learning and performance-based testing: Effective alternatives for undergraduate surgical education and assessment of student performance.

Problem-based learning for an architecture degree.

Problem-based learning in higher education: Untold stories.

Problem-based learning in medicine and beyond. In

Problem-based learning in perspective. In

Problem-based learning in the business curriculum: An alternative to traditional approaches. In

Problem-based learning in the undergraduate geology classroom.

Problem-based learning supplementing in the course of basic pharmacology: Results and perspectives from two medical schools.

Problem-based learning versus lecture-based learning in a course of basic pharmacology: A controlled, randomized study.

Problem-based learning: A research perspective on learning interactions.

Problem-based learning: A review of literature on its outcomes and implementation issues.

Problem-based learning: An alternative approach to legal education.

Problem-based learning: An approach to medical education.

Problem-based learning: An assessment of its feasibility and cost.

Problem-based learning: Cognitive retention and cohort traits of randomly selected participants and decliners.

Problem-based learning: Effects on the early acquisition of cognitive skill in medicine.

Problem-based learning: Have the expectations been met?

Problem-solving instruction and students’ acquisition, retention, and structuring of economics knowledge.

Programme evaluation as an instrument for quality assurance in a student-oriented educational system.

Project evaluation. In

Rating of students’ performances in a third-year internal medicine clerkship: A comparison between problem-based and lecture-based curricula.

Reﬂections on problem-based learning. Campbelltown, New South Wales, Australia: Australian Problem-based Learning Network.

Residency performance of graduates from a problem-based and a conventional curriculum.

Science performance assessments: Benchmarks and surrogates.

Shelf Test (Part 2) Rating (supervisors) Rating (nurses) Rating (self)

Speciﬁcations for the design of problem-solving assessments in science: Project 2.1 designs for assessing individual and group problem-solving. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing.

Statistical methods for meta-analysis.

Statistical power analysis for the behavioral sciences (2nd ed.).

Strategies for student assessment.

Effects of problem-based learning: a meta-analysis from the angle of assessment.

http://arno.unimaas.nl/show.cgi?fid=15855

Effects of problem-based learning: a meta-analysis from the angle of assessment.

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