Medical Education Online™Manuscripts organized by VolumeVolume 3, 1998 |
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Implications of Results From Cognitive Science Research For Medical Education
Andy C. Reese, PhD
Medical College of Georgia
Abstract: Recent results from the cognitive sciences provide insights into the neurobiological basis of memory formation and learning. Learning involves three steps: acquisition of information (physical encoding in the brain), its retention, and the ability to retrieve the information when needed. The results also support the concept of multiple intelligences identified by Gardner and Kolb’s Experiential Learning Cycle theory of learning. Courses developed using these principles are particularly effective in facilitating formation of rich association networks of information that are critical to recall of specific information when needed. Case-based courses satisfy more important learning criteria than other instructional methods, but the effectiveness of all methods can be improved using principles derived from cognitive science research. Computers are a supplement that can enhance the effectiveness of all instructional techniques. However, their use must be integral to the instruction rather than simply being added on to existing courses.
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Policy Analysis in Medical Education: A Structured Approach
David W. Musick, PhD,
University of Kentucky College of Medicine
Abstract: "Educational policy analysis" is a formal discipline that has not been widely used in medical education. A review of literature shows that the lack of policy analysis "tools" results in an approach to educational policy analysis and/or development that may be fragmented and unorganized.
This paper describes a twelve step, explicit approach to policy analysis within medical schools. An example of how to use this approach is included. Adoption of this method of policy will result in a more explicit and formal approach to curricular governance and educational decision-making within medical schools.
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An Analysis of Web-Based Instruction in a Neurosciences Course
Chris Candler, MD and Robert Blair, PhD
University of Oklahoma College of Medicine.
Abstract - Among the recent trends in medical education is the increased use of computer-aided instruction (CAI), particularly via the World Wide Web. While there have been many studies comparing CAI to traditional instruction, there are relatively few studies that analyze the benefits of web-assisted instruction. Presently, many medical schools have initiatives to web-enable significant portions of their curriculum. To maximize the potential of the medium, educators must carefully plan and design their educational materials and do more than put their syllabus online. Technical issues such as user interface design, access and availability play an important role in determining how students will receive such materials. Furthermore, the web-based portion of a course must be properly integrated with more traditional educational modalities such as lectures and labs. The following paper describes the planning and implementation of web-based materials in a pilot project involving a medical neurosciences course.
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Scaffolding for Success in Problem-Based Learning
Tony Greening
School of Information Technology and Mathematical Sciences The University of Ballarat, Australia
Abstract: Problem-Based Learning (PBL) is based on an alternative pedagogical model to the conventional, didactic one, and offers benefits to the quality of student learning. The approach has been adopted by many institutions. The focus of this paper is on the influence of the learning support structure in an environment (such as the typical PBL environment) that encourages student independence as one of its basic tenets. The immediate reaction might be to assume that it takes on a reduced importance in such circumstances. That assumption is challenged in this paper.
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Faculty Members’ Expectations of Student Behavior in the Small-Group Setting
Amy V. Blue, PhD*, Carol Elam, EdD†, Sue Fosson, MA† and Giulia Bonaminio. PhD‡,
*Medical University of South Carolina College of Medicine, †University of Kentucky College of Medicine, ‡University of Kansas School of Medicine, USA
Abstract: This study examined faculty members’ expectations of student behavior in three types of small group settings (student-directed, teacher-directed, and skill-based) at a single institution. Twenty-eight faculty members participated in in-depth, semi-structured interviews that addressed how students should prepare for small-group sessions, what learning behaviors informants expect students to exhibit, strategies informants use to stimulate group interaction, and how informants evaluate student performance in the small group settings. Analysis of informant responses indicates small-group instructors have similar expectations of student behavior across all small-group settings. Students are expected to have good interactive skills, be well-prepared and participate in the group, and demonstrate knowledge of the material or facility with the skill taught. Given the results that indicate faculty members’ have largely undifferentiated approaches to their evaluation of student performance, efforts should be taken to help faculty hone their small group teaching skills to enhance students’ knowledge and skill acquisition in small-group teaching formats.
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Medical Students As Standardized Patients In A Second-Year Performance-Based Assessment Experience
Kathryn L. Lovell, PhD*, Brian E. Mavis, PhD†, Jane L. Turner, MD‡§, Karen S. Ogle, MD¶, Marilee Griffith§,
*Department of
Pathology and Neuroscience Program,
†Office of Medical Education Research and Development,
‡Department of Pediatrics & Human Development,
§Office of Academic Programs,
¶Department of Family Practice, College of Human Medicine, Michigan
State University
Abstract: Performance-based assessments of medical students using standardized patients (SPs) have been conducted in a variety of formats during both pre-clinical and clinical years. At Michigan State University College of Human Medicine, a series of performance-based assessment (PBA) experiences have been established in the second year to evaluate students' abilities to integrate basic skills and medical knowledge. The format developed was based on classmates acting as SPs. The PBA experiences were perceived by students as being effective in reinforcing the goals of the curriculum and the format was viewed positively. The small-group learning experience provided by the patient training session was valued by students, and was an important part of their positive attitude toward the time required for acting as an SP. Thus using students as SPs can be an excellent cost-effective approach for performance-based assessments used as formative evaluation.
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Student Information Resource Utilization in Problem-Based Learning
Louise F. Deretchin, Lynn C. Yeoman, Charles L. Seidel
Baylor College of Medicine
Abstract – Purpose: To examine the profile of medical students’ resource use in a longitudinal problem-based learning course and to examine patterns of change. Method: Over a six-month period, 116 students indicated on resource checklists which resources they had used for independent research of learning issues identified in their problem-based learning sessions. On the checklist, resources were categorized as printed, electronic, human, or physical evidence (i.e., models, demonstrations). Results: Over the six-month period, the percentage of use (number of times a resource category was used / number of weekly reports submitted)declined from 64.0% printed, 81.7% electronic, and 4.3% physical to 44.0%, 69.8%, and 3.9%, respectively. Use of human resources increased from 29.1% to 36.6%. Use of a variety of resources (resources from ³ 2 categories of resources) also declined.
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Observational Validation of a Model of Ambulatory Teaching
W. Barry Biddle, PhD, Lee Ann Riesenberg, RN, MS, Stanley Erney, MD, Kathylene Siska, PhD
State University of New York, Health Science Center at Syracuse, Clinical Campus at Binghamton
Purpose: This study examines teaching by preceptors in a longitudinal, primary care clerkship for third year medical students. The authors compared observations from different points in the clerkship to determine the validity of a three-stage model (modeling, supervision, and consultation) based on their previous research.
Methodology: Seven experienced preceptors were observed three times over the course of the year while teaching third-year medical students. A single observer recorded the teaching behaviors using an observation instrument containing 30 behaviors relevant to ambulatory teaching. The behaviors were categorized into five groups (Modeling, Supervision, Consultation, Validation, and General Teaching) for purposes of comparing their relative contribution to the proposed three-stage model.
Results: Frequencies of teaching behaviors within the five categories were compared over the three observations. Modeling behaviors declined over the three time periods (p<.02), while Validation increased from the first to the second observation (p<.02). The examining room was the predominate location for teaching. Location differences in favor of the examining room were statistically significant for Modeling, Supervision, and Validation teaching behaviors.
Conclusions: There was a shift in teaching behavior over time in a longitudinal clerkship. The decrease in Modeling behaviors coupled with the increase in Validation behaviors supports the proposed model of teaching. The failure to identify change in supervision behaviors may be due to the long time interval between observations. Additional observations at more frequent intervals are needed to clarify this part of the hypothesis.
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