Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge

Abstract

BackgroundExample-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning.MethodsNinety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps.ResultsPre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P < .001) in the concept map study condition (68.8 ± 21.8%) compared to the concept map completion (52.8 ± 17.0%) and self-explanation (52.2 ± 21.7%) conditions. Post-test problem-solving performance was higher (P < .05) in the self-explanation (63.2 ± 16.0%) condition compared to the concept map study (53.3 ± 16.4%) and concept map completion (51.0 ± 13.6%) conditions. Students in the self-explanation condition also invested less mental effort in the post-test.ConclusionsStudying model concept maps led to greater conceptual knowledge, whereas self-explanation led to higher transfer performance. Self-explanation and concept map study can be combined with worked example and completion example strategies to foster intervention selection.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-015-0308-3) contains supplementary material, which is available to authorized users.

Structured feedback on students’ concept maps: the proverbial path to learning?

“…This was our first attempt to contextualise the manifested experience of a health condition - using a case-based approach - within the desired model. A previous study found similar effects of better integration of concepts when using a problem-based learning environment [26, 27]. Using CM’s within the classroom environment could be valuable to determine the level of understanding prior to exposing students to the clinical context, and provides the opportunity to remediate misconceptions and gaps in their knowledge.…”

A Framework for Implementing OER-Based Lesson Design Activities for Pre-Service Teachers

“…The lack of initial understanding may be problematic because novice learners' learning remain superficial due to limited working memory that otherwise could be dedicated to in-depth information processing (Van Gog & Rummel, 2010). Worked examples help learners focus on the important aspects of problems in order to avoid making mistakes or inefficiently studying to reach the intended solution (Dyer et al, 2015). The effects of worked examples are not limited to well-defined problems from particular domain subjects but also can be expanded to ill-defined problems in which learners are required to engage in critical decision-making or reasoning processes (Atkinson et al, 2000;Crippen & Earl, 2007;Dyer et al, 2015).…”

“…Example-based learning can, thus, be considered a form of scaffolding (Dyer et al, 2015). As outlined by Dyer et al, 2015, examples provide initial assistance in regard to understanding desirable solution steps.…”

“…Both theories are concerned with the roles of external representations in enhancing cognitive processes of learners from different angles (Dyer et al, 2015;Zhang, 1997). This study recognized OER as external resources that represent existing teaching practices and noted the potential synergy of two distinct frameworks for providing an explanation as to how OER can support pre-service teachers' lesson design activities at both individual and cognitive system levels.…”

‘Labyrinth’, una aplicación móvil para el aprendizaje basado en problemas: evaluación de los usuarios sobre su eficacia como herramienta de aprendizaje

“…A pesar de que estas prácticas de enseñanza llevan tiempo aplicándose en Fisioterapia, se encuentra poca evidencia sobre su efectividad en la formación en esta rama de la salud que nos ocupa. No obstante, la existente parece indicar estos mismos resultados positivos a los investigados en otras ciencias como Medicina y Enfermería, fomentando que los estudiantes apliquen conceptos importantes de su formación académica a situaciones aproximadas a los contextos clínicos reales (Solomon, 2005;Dyer, 2015), promoviendo la integración y relación conceptual, el proceso metacognitivo necesario para el razonamiento clínico, y la motivación intrínseca del alumno.…”