Do worked examples foster medical students’ diagnostic knowledge of hyperthyroidism?

Kopp, Veronika; Stark, Robin; Kühne-Eversmann, Lisa; Fischer, Martin R.

doi:10.1111/j.1365-2923.2009.03531.x

Cited by 34 publications

(44 citation statements)

References 20 publications

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“…People who know more and scored better in their previous studies seem to have additional capacity to control and monitor their solution in a better way. Knowledge regularly is measured in assessment and learning research [6]. Thus far only a few studies take metacognitive knowledge into account.…”

Section: Discussionmentioning

confidence: 99%

“…In university, the focus lies on teaching medical knowledge, in order to give the student a foundation for further clinical problem-solving when dealing with real patients [5]. According to recent studies [6] diagnostic knowledge can be categorised into three categories: Conceptual knowledge (“what information”), strategic knowledge (“how information”) and conditional knowledge (“why information”) [5]. Table 1 shows an overview of the definitions.…”

Section: Introductionmentioning

confidence: 99%

“…Table 1 shows an overview of the definitions. These categories have been investigated in several studies regarding clinical reasoning of medical students and medical doctors [6–8]. …”

Section: Introductionmentioning

confidence: 99%

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Knowledge is not enough to solve the problems – The role of diagnostic knowledge in clinical reasoning activities

et al. 2016

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BackgroundClinical reasoning is a key competence in medicine. There is a lack of knowledge, how non-experts like medical students solve clinical problems. It is known that they have difficulties applying conceptual knowledge to clinical cases, that they lack metacognitive awareness and that higher level cognitive actions correlate with diagnostic accuracy. However, the role of conceptual, strategic, conditional, and metacognitive knowledge for clinical reasoning is unknown.MethodsMedical students (n = 21) were exposed to three different clinical cases and instructed to use the think-aloud method. The recorded sessions were transcribed and coded with regards to the four different categories of diagnostic knowledge (see above). The transcripts were coded using the frequencies and time-coding of the categories of knowledge. The relationship between the coded data and accuracy of diagnosis was investigated with inferential statistical methods.ResultsThe use of metacognitive knowledge is correlated with application of conceptual, but not with conditional and strategic knowledge. Furthermore, conceptual and strategic knowledge application is associated with longer time on task. However, in contrast to cognitive action levels the use of different categories of diagnostic knowledge was not associated with better diagnostic accuracy.ConclusionsThe longer case work and the more intense application of conceptual knowledge in individuals with high metacognitive activity may hint towards reduced premature closure as one of the major cognitive causes of errors in medicine. Additionally, for correct case solution the cognitive actions seem to be more important than the diagnostic knowledge categories.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Knowledge is not enough to solve the problems – The role of diagnostic knowledge in clinical reasoning activities

et al. 2016

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“…One innovative and especially promising measure in the context of medical education consists in the presentation of erroneous examples (Große & Renkl, 2007;Siegler, 2002). In various studies, our research group demonstrated the effectiveness of erroneous worked examples in combination with elaborate feedback in the context of a computer-based learning environment (Kopp, Stark & Fischer, 2008;Kopp, Stark, Kühne-Eversmann & Fischer, 2009;Stark et al, 2011).…”

mentioning

confidence: 99%

“…The objective learning outcome can differ from the subjective experienced learning success and the presentation of erroneous examples may prolong the time needed to work on the examples (Kopp et al, 2008). However, subjective learning success is an important condition for learning efforts to be persistent and therefore is vital for the sustainability of the learning process (Kopp et al, 2009). …”

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Psychological Factors Affecting Medical Students’ Learning with Erroneous Worked Examples

Klopp

Stark

Kopp

et al. 2013

JEL

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The acquisition of diagnostic competence is seen as a major goal during the course of study in medicine. One innovative method to foster this goal is problem-based learning with erroneous worked examples provided in a computer learning environment. The present study explores the relationship of attitudinal, emotional and cognitive factors for learning with erroneous worked examples. 72 medical students from a German university worked with six case-based examples in the domain of arterial hypertension. Domain-specific conceptual prior knowledge, anxiety of making errors, attitudes towards errors, and ambiguity tolerance were measured as independent variables before the students worked with the examples. Diagnostic competence was operationalized by measuring conceptual, strategic, and conditional knowledge, which were assessed as dependent variables after working with the learning environment. A cluster analytic approach yielded three clusters. For each, the relationship with the learning outcome was analysed. Cluster membership significantly influenced the learning outcome in strategic, but not in conditional knowledge. Furthermore, cluster membership had a significant effect on conceptual knowledge; there was also an increase in conceptual knowledge for all clusters when conceptual knowledge measured after the treatment was compared to prior conceptual knowledge. The results clearly indicate the importance of a certain pattern of psychological factors for learning with erroneous worked examples.

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Cognitive load theory: researching and planning teaching to maximise learning

Leppink

Gog

Paas

et al. 2015

Researching Medical Education

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Do worked examples foster medical students’ diagnostic knowledge of hyperthyroidism?

Cited by 34 publications

References 20 publications

Knowledge is not enough to solve the problems – The role of diagnostic knowledge in clinical reasoning activities

Knowledge is not enough to solve the problems – The role of diagnostic knowledge in clinical reasoning activities

Psychological Factors Affecting Medical Students’ Learning with Erroneous Worked Examples

Cognitive load theory: researching and planning teaching to maximise learning

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