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In problem‐based learning, the development of self‐directed learning skills is encouraged through confronting students with (professional) problems. However, several other elements of a problem‐based curriculum, such as general teaching objectives, lectures and tutors, may have an impact on students' actual learning activities. The present study focuses on the extent to which various elements of a problem‐based curriculum influence students' decisions on what to study. First, interviews were conducted to obtain qualitative data about what actually takes place when students initiate learning activities during self‐study. Based on the findings of these interviews, a questionnaire was developed, consisting of statements describing elements of the learning process and their influence on student learning. Elements included in the questionnaire were: the discussion in the tutorial group, content tested, course …