A new formative tool to encourage a deep approach to self-directed learning for problem based learning

![CDATA[Background: Problem-based learning (PBL) is a learning model which is primarily student-led, encouraging student autonomy. The Western Sydney University medical program, PBL scenarios are implemented in the preclinical years. As most of our intake are undergraduate students, this change in learning style is a shock, leaving many students feeling cognitively overwhelmed. Aims: We aim to encourage the transition from teacher focused to student-centred learning, reduce the use of “supernotes” in self-directed learning and encourage students to study for deeper understanding. Methods: The intervention consisted of a review quiz, released during self-directed learning and prior to PBL tutorial conclusion. An evaluation questionnaire was administered prior to and following the intervention. Qualitative and quantitative analyses were performed using Quirkos and SPSS, respectively. Results: Preliminary analyses of the data collected revealed that student concerns focused primarily on depth of knowledge and student-derived learning issues. However, by supplementing their self-study with a formative review quiz, students could identify gaps in knowledge and direct the level of depth in selfdirected study. This encouraged changes to study habits and provided a useful platform to consolidate knowledge. Significantly, survey responses revealed that “supernotes” usage had increased. Discussion: Overall students had found the formative review quiz a useful tool that added direction to their study habits, but there was no impact for discouraging the use of “Supernotes”. Conclusions: The review quiz provided direction for student self-study and changes to study habits. However, it will be interesting to further investigate the reasons why students use supernotes.]]