Schema training in problem‐based learning

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Abstract
Cognitive models in psychology suggest that information recall and problem solving are highly dependent on so‐called schemata. In this article, we describe the design of two different schema training systems used in the introductory phase of the first year of problem‐based medical study in Maastricht. Pure schema training did not differ from schema training integrated with metacognitive training on when and how to use the schema technique in terms of quality of schemata made. However, the latter approach seems to lead to more frequent and more flexible use of schemata in problem‐based learning.