PBL offers varied opportunities for evaluating student learning beyond traditional tests including evaluating professional behaviors, information literacy, evidence-based practice, the ability and desire for lifelong learning, interpersonal and communication skills. According to the LCME appropriate learning outcomes for medical students include the application of knowledge to complex problem solving and critical thinking. These outcomes are difficult to measure directly.  Students’ demonstration of their ability to perform prerequisites of these outcomes is a measurable approach. Deep learning is a prerequisite for these abilities and can be measured through validated questionnaires readily available.

Self-directed learning and information literacy are prerequisites for lifelong learning.  Information literacy means the determination of information needs, acquisition of information effectively and efficiently, evaluation of information and its sources critically, and incorporation of selected information into knowledge base.  Information literacy, self-directed learning, and evidence-based practice, all skills deemed essential for competent physicians, can be evaluated by looking at the written summaries students develop from their reading on their learning issues.  The ability to communicate succinctly can also be evaluated from these summaries.

In this seminar, Dr. Blumberg will apply a framework for determining specific measures to evaluate learning in PBL. This evaluation framework is based on 1) a rationale for selection of the outcome based upon literature, accreditation pressures, and institutional values; 2) how the outcome should be measured; and 3) what data can be collected practically and efficiently. The presentation will give specific examples of evaluation tools that can be used to measure different learning outcomes.  Often the same tool can be used to evaluate different learning outcomes.