INFORMATION AND COGNITION IN MEDICAL EDUCATION

这里提出的研究直接来源于在两年中进行的研究 融资的前几个阶段。在初始阶段(1988-1990)，我们研究了 学生使用Inquirer的影响，这是一个事实和文本基础 细菌学。在第二个阶段(1990-现在)，我们考察了 学生的搜索能力与其个人知识之间的关系 细菌学、药理学和毒理学的领域。在第三节 阶段，在这里描述，我们将创建和研究的功效 我们现有的询问者在微生物学和 药理学。鉴于我们之前的研究涉及到计算机的使用- 仅在临床前几年的基础教育资源，在此 我们还将研究将这些资源整合到临床中 多年的医学教育。 我们的第三阶段研究有以下具体目标 在四年的时间里解决了： L)为了更深入地探索领域知识与 搜索事实和文本库的熟练程度，并解决问题 精通三个生物医学领域。这项工作是，对一个 在很大程度上，复制了我们的第二个研究设计 阶段，使用额外的学生队列。然而，在这些研究中， 学生将使用图形用户界面，而不是表格- 面向上一位查询者的界面。 2)研究什么样的信息资源更能满足人们的需求 不同经验水平的学习者。我们将解决这个问题 通过创建应用程序的两个版本：一个具有完全连接的 超媒体环境和另一个仅具有布尔搜索的环境 类似于现有查询者的能力。我们将比较学生使用 这两个不同的版本，当他们的个人知识水平低和 也是在它相对较高的时候，来确定是否以及在什么时间 其中一种形式在帮助学生解决问题方面更具优势。 3)详细探索学生如何利用信息资源解决问题 面向临床的问题。为此，我们将创建一系列 临床模拟和增强的查询器可供学生作为 在模拟过程中可以轻松访问的资源 作为他们内科临床见习的一部分。我们会 构建影响图，使我们能够客观地评估每一个 学生在这些模拟中的表现。这将使我们能够研究 学生在什么时候以及在什么情况下可以提高他们的表现 借助结构化信息资源解决临床病例问题。

The studies proposed here flow directly from research conduced during two previous stages of funding. In the initial stage (1988-1990), we studied the effects of student use of INQUIRER, a fact and text base in bacteriology. In the second (1990-present), we examined the relationship between student's searching proficiency and their personal knowledge in the domains of bacteriology, pharmacology, and toxicology. In the third phase, described here, we will create and study the efficacy of significant extensions of our existing INQUIRER in microbiology and pharmacology. Whereas our previous research involved the use of computer- based educational resources during the preclinical years only, in this phase we will also study these resources as integrated into the clinical years of medical education. Our third phase of research has the following specific aims to be addressed over four years: l) To explore in greater depth the relationship between domain knowledge, searching proficiency of a fact and text base, and problem solving proficiency across three biomedical domains. This work is, to a significant extent, a replication of the research design of our second phase, using an additional cohort of students. However, in these studies students will be using a graphical user interface as opposed to the form- oriented interface of the previous INQUIRER. 2) To study what form of information resource better serves the needs of learners at differing levels of experience. We will address this question by creating two versions of the application: one with a fully articulated hypermedia environment and another with only a Boolean searching capability analogous to existing INQUIRER. We will compare students using these two different versions, when their personal knowledge is low and also when it is relatively high, to determine whether and at which time one format is superior in helping students solve problems. 3) To explore in detail how students use an information resource to solve clinically oriented problems. To this end we will create a series of clinical simulations and an enhanced INQUIRER available to students as a resource which is easily accessible as they work through the simulations as part of their clinical clerkship in internal medicine. We will construct influence diagrams that allow us to evaluate objectively each student's performance on these simulations. This will enable us to study when and with what effect students can enhance their performance on clinical case problems with aid from a structured information resource.