STUDENTS' APPROACHES TO LEARNING AND SATISFACTION WITH PROBLEM‐BASED CURRICULA FOR FOUR DIFFERENT PROFESSIONS

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Abstract
This research looked at students' satisfaction with, and changes in approach to, learning during their first year in problem‐based curricula for agriculture, architecture, medicine and paramedicine. While students at each school showed little change in approach apart from achievement orientation in the six‐month period after entry to the course, there were different patterns of approach at each school. Satisfaction with their respective schools was uniformly high — notably in terms of their emotional climate, supportiveness, student and teacher interaction, and meaningful learning experiences. Correlations between students' approach to learning and degree of satisfaction with their course strongly support earlier claims and research findings on the merits of problem‐based curricula, although they still need more careful definition to be useful to curriculum planners.