Case-based learning with worked examples in complex domains: Two experimental studies in undergraduate medical education

Stark, Robin; Kopp, Veronika; Fischer, Martin R.

doi:10.1016/j.learninstruc.2009.10.001

Cited by 120 publications

(111 citation statements)

References 35 publications

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“…Butler & Winne, 1995;Kicken, Brand-Gruwel, Van Merriënboer, & Slot, 2009). Such feedback might further improve learning from examples (e.g., Stark, Kopp, & Fischer, 2011). Finally, this study did not assess longer-term effects of training self-assessment and taskselection skills on the effectiveness of self-regulated learning.…”

Section: Discussionmentioning

confidence: 96%

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Kostons

Gog

Paas

2012

Learning and Instruction

212

201

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a b s t r a c tFor self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students' (N ¼ 80) acquisition of selfassessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students' (N ¼ 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in selfregulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks.

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Section: Discussionmentioning

confidence: 96%

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Kostons

Gog

Paas

2012

Learning and Instruction

212

201

View full text Add to dashboard Cite

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“…This study explores and evaluates the effects of a new teaching mode that integrates basic medical science with clinical curricula through the study of human systems. This research focuses on a flexible application of multiple methods, including case-based learning (CBL), problem-based learning (PBL) (i.e., Chen, Lai, Lu, Tsai, Chiang, Huang, & Yu, 2008;Jones, McArdle, & O'Neill, 2002;Oda, Koizumi, 2008;Ali et al, 2015;), and team-based learning (TBL), and examines their respective advantages by closely combining them with clinical cases (see, e.g., VanLehn, 1999;Atkinson, Derry, Renkl & Wortham, 2000;Paas & Van Gog, 2006;Stark, Kopp & Fischer, 2011;Pan, Cheng, Zhou, Li & Yang, 2017).…”

Section: Introductionmentioning

confidence: 99%

Effects of Exploratory and Heuristic Multi-methods on System-oriented Curricula Based on Clinical Scenarios

Lu¹,

Huang²,

Li³

et al. 2017

IJHE

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A system-oriented curriculum in which basic medical courses and clinical subjects are integrated and reformed is a new trend for medical education in China. In order to train and enhance the comprehensive clinical competency, thirty-two excellent medical students who formed a observation group from grade 2010 in Jinan University were selected to participated in this study. Three different exploratory and heuristic pedagogies, which employed the flexible application of case-based learning (CBL), problem-based learning (PBL), and team-based learning (TBL), were explored and implemented in cardiovascular, respiratory, and digestive teaching sections. The effects of these exploratory and heuristic pedagogical approaches based on the flexible application of the CBL, PBL, and TBL methods with clinical scenarios in system-oriented curricula are satisfactory. Accordingly, these teaching methods and experiences had been summarized and promoted to mainland and non-mainland medical students from grade 2014 in Jinan University. Teaching and learning effects are also satisfactory. In addition, different characteristics in conducting these courses between two types of university students are further compared and analyzed for the improvement of all system-oriented curricula in the future.

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“…Recently, it has been tested in ill-defined domains such as literature (e.g., Kyun et al, 2013), design history (e.g., Rourke and Sweller, 2009), and medical domains (e.g., Stark et al, 2011). While the huge success of worked examples in technical domains has been thoroughly approved, it has been still argued that the success of explicit instructional guidance approaches such as worked examples in well-defined domains cannot extend to ill-defined domains (see Spiro and DeSchryver, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Worked Example Effect using Ill-defined Problems in On-line Learning : Focus on the Components of a Worked Example

Kyun¹,

Lee²,

Lee³

2015

Journal of the Korea society of IT services

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This study has two goals. The first goal is to investigate whether worked examples are effective in the ill-defined domain with on-line learning and the second goal is to find out which components (conceptual or procedural knowledge) of worked examples are effective factor at the given learning environment. We carried out three experiments in which Korean undergraduate or graduate students were working in three or four conditions of worked examples (CWE, PWE, CPWE, or the control group). While experiment 1 conducted in on-line learning environment did not find any effect and difference among groups and also any logical reason for those results, experiment 2 conducted in completely controlled laboratory setting with less knowledgeable students showed the clear difference among groups by the order CPWE, PWE, and CWE. Experiment 3 in which highly knowledgeable and motivated students were presented the same materials in more controlled on-line learning environment indicated the difference among groups by the order CWE, CPWE, and PWE. The results were discussed within the framework of cognitive load theory.

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Case-based learning with worked examples in complex domains: Two experimental studies in undergraduate medical education

Cited by 120 publications

References 35 publications

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Effects of Exploratory and Heuristic Multi-methods on System-oriented Curricula Based on Clinical Scenarios

The Worked Example Effect using Ill-defined Problems in On-line Learning : Focus on the Components of a Worked Example

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