Cardiovascular physiology misconceptions and the potential of cardiovascular physiology teaching to alleviate these

Palizvan, Mohammad Reza; Nejad, Mohammad Reza Taheri; Jand, Abolfazl; Rafeie, Mohammad

doi:10.3109/0142159x.2013.774331

Cited by 12 publications

(21 citation statements)

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“…Misconceptions, preconceptions, and the effect of education level in large populations of medical and undergraduate students were identified by analyzing performance on a panel of previously published questions. These questions were designed to probe difficult cardiovascular concepts, which include the path of blood flow through the circulation and equations such as Ohm's law of fluid flow (Q = DP/R) and cardiac output (CO = HR Â SV) (4,(6)(7)(8)(9)(10)(11)(12)(13).…”

Section: Discussionmentioning

confidence: 99%

“…Misconceptions are important to study because they can interfere with students' future understanding of the cardiovascular system (9,13,22). They have been studied in diverse student populations at elementary, high school, undergraduate (4,7,11,12), and medical school levels (5,6,13). To our knowledge, there have been no studies directly comparing the performance using the same question panel with large numbers of undergraduate and medical students.…”

Section: Discussionmentioning

confidence: 99%

“…The latter may be a result of inaccurate prior knowledge and misconceptions interfering with the understanding of the cardiovascular system (2)(3)(4)(5). Several publications have identified specific cardiovascular concepts that students find difficult, which include the path of blood flow through the circulation and equations such as Ohm's law of fluid flow (F = DP/R) and cardiac output (CO = HR Â SV, where HR is heart rate and SV is stroke volume) (4,(6)(7)(8)(9)(10)(11)(12)(13). This study aimed to identify preconceptions, misconceptions, and the effect of education level on performance on a set of previously published questions.…”

Section: Introductionmentioning

confidence: 99%

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Medical student misconceptions in cardiovascular physiology

Bordes

Manyevitch

Huntley

et al. 2021

Advances in Physiology Education

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Students find cardiovascular physiology challenging. Misunderstandings can be due to the nature of the subject, the way it is taught, and prior knowledge, which impede learning of new concepts. Some misunderstood concepts can be corrected with teaching (i.e., preconceptions), whereas others are resistant to instruction (i.e., misconceptions). A set of questions, specifically created by a panel of physiology experts to probe difficult cardiovascular concepts, was used to identify preconceptions, misconceptions, and the effect of education level on question performance. The introductory cardiovascular lecture used in this study was created based on these questions. In-class polling of medical students’ ( n = 736) performance was performed using the Turning-Point clicker response system during lecture instruction. Results were compared with published data from undergraduates ( n = 1,076) who completed the same questions but without prior instruction. To our knowledge, there have been no studies directly comparing performance using the same instrument and large numbers of undergraduate and medical students. A higher education level was associated with increased performance (preconceptions), whereas several concepts resistant to instruction (misconceptions) were identified. Findings suggest that prior knowledge interfered with the acquisition of medical knowledge. Based on these results, potential causes for these misconceptions and remedial teaching suggestions are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Medical student misconceptions in cardiovascular physiology

Bordes

Manyevitch

Huntley

et al. 2021

Advances in Physiology Education

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“…Misconceptions can be defined as incorrect ideas that do not match current scientific views [6]. Over the last 30 years, misconceptions in science education have been demonstrated repeatedly [7][8][9][10]. Misconceptions are resistant to change as they frequently persist even after direct instruction [11].…”

Section: Introductionmentioning

confidence: 99%

Refuting misconceptions in medical physiology

et al. 2020

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Background: In medical physiology, educators and students face a serious challenge termed misconceptions. Misconceptions are incorrect ideas that do not match current scientific views. Accordingly, they have shown to hamper teaching and learning of physiological concepts. Conceptual Change Theory forms the basis of new teaching and learning practices that may alleviate misconceptions and facilitate critical thinking skills that are essential in becoming knowledgeable, self-regulated health professionals. In this study, we examined if such an intervention named refutation texts, could enhance medical students' cognition and metacognition. Methods: First-year medical students (N = 161) performed a pre-test and post-test on cardiovascular physiology concepts, including a self-perceived confidence rating. In between, students read either a standard text with an explanation of the correct answer, or a refutation text which additionally refuted related misconceptions. Results: In both groups, average performance scores (refutation: + 22.5%, standard: + 22.8%) and overall confidence ratings (refutation: Δ0.42 out of 5, standard: Δ0.35 out of 5) increased significantly (all p < .001), but a significant effect of the specific refutation element was not found. Initially incorrect answers were corrected less frequently in cases of high confidence (35.8%) than low confidence (61.4%). Conclusions: Our results showed that refutation texts significantly increased students' knowledge, however, the refutation element did not have a significant additional effect. Furthermore, high confidence in incorrect answers negatively affected the likelihood of correction. These findings provide implications for teaching practices on concept learning, by showing that educators should take into account the key role of metacognition, and the nature of misconceptions.

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“…As a secondary objective, we investigated the prevalence of misconceptions among students to gain insight into their conceptual understanding of the subject matter. In the present study, we focused on basic sciences particularly given the high prevalence of misconceptions [ 21 – 25 , 43 ]. Misconceptions may not only affect students’ conceptual understanding, but also have significant impact on their clinical reasoning skills [ 23 , 44 , 45 ], and are therefore considered an important subject of investigation in medical education.…”

Section: Introductionmentioning

confidence: 99%

Putting post-decision wagering to the test: a measure of self-perceived knowledge in basic sciences?

Versteeg

Steendijk

2019

Perspect Med Educ

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Introduction Students learn more effectively when they know what they do not know. Gaining insight into students’ metacognitive awareness is needed as misalignment between actual and self-perceived knowledge impedes their learning process. The optimal method of measuring self-perceived knowledge is still under debate. In this study, we evaluate the use of psychology-derived post-decision wagering for mapping students self-perceived knowledge. Methods Students ( n = 71) performed a pre-test on medical physiology, followed by a teacher-moderated discussion and a post-test with isomorph questions. Half of the students rated their self-perceived knowledge on each question using post-decision wagering, i. e. betting 1–5 points on the correctness of their answer, whereas the other half used a 5-point Likert scale to rate their confidence. Results Self-perceived knowledge scores were higher for post-decision wagering (pre: 3.75 ± 0.14, post: 4.60 ± 0.07) compared with Likert scales (pre: 3.13 ± 0.08, post: 3.92 ± 0.08) despite similar actual knowledge scores. Furthermore, Likert ratings showed a near-normal distribution, whereas wagers were placed preferentially using the outer ends of the scale. Correlations between mean actual and self-perceived knowledge scores were low in both groups. On average, 8.5% of responses were classified as misconceptions, defined as highly confident incorrect answers. Discussion Despite the presumed reliability of post-decision wagering, our findings suggest that we should adhere to the use of Likert scales as a balanced measure for self-perceived knowledge in medical education. Moreover, the prevalence of misconceptions did not alter after instruction, indicating a need for instructional designs that enhance students’ conceptual understanding in basic sciences.

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Cardiovascular physiology misconceptions and the potential of cardiovascular physiology teaching to alleviate these

Abstract: These results indicate that there is a high prevalence of misconceptions among students about at least four cardiovascular concepts associated with cardiovascular physiology and that teaching has failed to alleviate these misconceptions.

Cited by 12 publications

References 10 publications

Medical student misconceptions in cardiovascular physiology

Medical student misconceptions in cardiovascular physiology

Refuting misconceptions in medical physiology

Putting post-decision wagering to the test: a measure of self-perceived knowledge in basic sciences?

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Cardiovascular physiology misconceptions and the potential of cardiovascular physiology teaching to alleviate these

Abstract: These results indicate that there is a high prevalence of misconceptions among students about at least four cardiovascular concepts associated with cardiovascular physiology and that teaching has failed to alleviate these misconceptions.

Cited by 12 publications

References 10 publications

Medical student misconceptions in cardiovascular physiology

Medical student misconceptions in cardiovascular physiology

Refuting misconceptions in medical physiology

Putting post-decision wagering to the test: a&nbsp;measure of self-perceived knowledge in basic sciences?

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Product

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Putting post-decision wagering to the test: a measure of self-perceived knowledge in basic sciences?