Adaptation of Know, Want to Know, and Learned Chart for Problem-Based Learning

BACKGROUND: The KWL (Know, Want to know, Learned) chart was introduced to facilitate student critical thinking in a large, multisite, medical-surgical nursing course that uses problem-based learning. METHOD: Before class, students complete KWL charts in conjunction with concept videos to document prior learning. Then, they form groups to work on case studies during class. Faculty review the KWL charts for evidence of problem-solving growth. If evidence exists that students struggle with a concept, those results are used to remediate the content. RESULTS: Students and faculty indicated that the KWL provided students with needed structure for addressing the ambiguities built into case studies. Students suggested minor revisions to the tool. CONCLUSION: Use of the KWL has the potential to improve performance and critical thought in problem-based learning classrooms. Use of the KWL as a means of structuring student critical thinking and decision making should be explored further. [J Nurs Educ. 2017;56(8):506-508.].