Roles of student‐generated learning issues in problem‐based learning

Structured interviews were conducted with key faculty representing seven North American problem‐based learning curricula on their programs’ use of student‐generated learning issues. These are learning objectives that the students decide are prerequisites to a better understanding of the problem. The implementation of problem‐based learning at each of these schools varies. The uses of student‐generated learning issues have evolved and changed in terms of content definition, directing examination planning, student evaluation, and curriculum review. These varied uses form a continuum for defining curricular content to be mastered. At six of these seven schools, students may have access to faculty objectives. Student‐generated learning issues have been de‐emphasized in favor of faculty objectives and reading lists at two schools. At five of the seven schools, students are evaluated on their ability to generate learning issues. The survey results suggest that these curricula may be encouraging the development of self‐directed learning to differing degrees.