Reasoning versus knowledge retention and ascertainment throughout a problem-based learning curriculum
Reasoning versus knowledge retention and ascertainment throughout a problem-based learning curriculum
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DOI：
10.1111/j.1365-2923.2009.03410.x
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发表时间：
2009-09-01
影响因子：
6
通讯作者：
Bourguignon, Jean-Pierre
中科院分区：
文献类型：
--
作者：
Collard, Anne;Gelaes, Sabine;Bourguignon, Jean-Pierre
自2000年以来，列日大学的医学课程中引入了基于问题的学习研讨会。我们的目的是进行一个横截面的调查，在生物医学推理能力的成熟增长与事实知识的保留整个course.MethodsWe管理的事实知识测试（即真/假测试与确定度）和生物医学推理测试（即适应脚本一致性测试[SCT]），104名学生（3-6年）和一个参考小组。选定的主题是endocrinology.ResultsOn SCT，学生获得了较高的分数，在5年和6年比3年和4年。在第三年，在一个新的背景下获得的SCT问题的分数表明推理能力的转移。在真/假测验上，三年级学生的得分显著高于其他三个年级的学生。SCT成绩和真/假考试成绩之间的正相关关系，观察到只有在3年级和4年级的学生。在每一组中，正确回答的确定度得分高于不正确回答，并计算差异作为核心知识自我估计的指标。这个指数被发现是正相关的SCT成绩在四年groupsstudyed.ConclusionsBiomedical推理能力证明早期在课程中涉及PBL和培训过程中进一步增加。这是伴随着减少事实知识的保留。核心知识的自我估计似乎与推理能力有关，这表明这两个过程之间存在联系。
ContextSince 2000, problem-based learning (PBL) seminars have been introduced into the curriculum of medical studies at the University of Liege. We aimed to carry out a cross-sectional investigation of the maturational increase in biomedical reasoning capacity in comparison with factual knowledge retention throughout the curriculum.MethodsWe administered a factual knowledge test (i.e. a true/false test with ascertainment degree) and a biomedical reasoning test (i.e. an adapted script concordance test [SCT]) to 104 students (Years 3-6) and a reference panel. The selected topic was endocrinology.ResultsOn the SCT, the students obtained higher scores in Years 5 and 6 than in Years 3 and 4. In Year 3, the scores obtained on SCT questions in a new context indicated transfer of reasoning skills. On the true/false test, the scores of Year 3 students were significantly higher than those of students in the other three year groups. A positive correlation between SCT scores and true/false test scores was observed only for students in Years 3 and 4. In each group, the ascertainment degree scores were higher for correct than for incorrect responses and the difference was calculated as an index of self-estimation of core knowledge. This index was found to be positively correlated to SCT scores in the four year groups studied.ConclusionsBiomedical reasoning skills are evidenced early in a curriculum involving PBL and further increase during training. This is accompanied by a decrease in factual knowledge retention. The self-estimation of core knowledge appears to be related to reasoning capacity, which suggests there is a link between the two processes.