The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework
The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework
复制标题
医学教育中基于问题的学习中论证在假设演绎推理中的作用：概念框架
DOI：
10.7771/1541-5015.1638
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发表时间：
2017
影响因子：
1.2
通讯作者：
Ikseon Choi
中科院分区：
文献类型：
--
作者：
Hyunjung Ju;Ikseon Choi
基于问题的学习（PBL）在医学教育中的重要目标之一是通过小组讨论提高医学生的临床推理能力，尤其是假设演绎推理能力。然而，很少有研究关注在PBL小组讨论中促进学生HDR的明确策略。本文提出了一个新的概念框架，将Toulmin的论证模型（1958）与Barrows的HDR过程（1994）相结合。该框架解释了在PBL期间HDR的每个阶段中上下文化的论证结构（索赔、数据和授权）。本文提出了理解论证结构、质疑、阐述结构知识和评估论证的四种教学策略，以促进医学生在HDR过程中的论证能力。本文还讨论了该框架对其他学科（如科学、法律和工程教育）的进一步影响。
One of the important goals of problem-based learning (PBL) in medical education is to enhance medical students’ clinical reasoning—hypothetico-deductive reasoning (HDR) in particular—through small group discussions. However, few studies have focused on explicit strategies for promoting students’ HDR during group discussions in PBL. This paper proposes a novel conceptual framework that integrates Toulmin’s argumentation model (1958) into Barrows’s HDR process (1994). This framework explains the structure of argumentation (a claim, data, and a warrant) contextualized in each phase of HDR during PBL. This paper suggests four instructional strategies—understanding argument structures, questioning, elaborating on structural knowledge, and assessing argumentation—for promoting medical students’ argumentation in relation to HDR processes. Further implications of the proposed framework for other disciplines, such as science, legal, and engineering education, are also discussed.