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Interdisciplinary skills gain increasing importance in university and professional contexts. To support these interdisciplinary skills, problem-based learning (PBL) is regularly used in a course for biomedical education. In this study, we investigated whether enhancing consciousness for planning processes can support the effectiveness of PBL concepts in an intervention-control group design. Results indicated clear evidence for this: planning skills were associated with better PBL performance. Concluding, self-reflection of planning skills is useful to increase outcome performance of students in PBL courses.

Does enhancing consciousness for strategic planning processes support the effectiveness of problem-based learning concepts in biomedical education?