Knowing How and Knowing Why: Testing the Effect of Instruction Designed for Cognitive Integration on Procedural Skills Transfer

Autor/inn/en	Cheung, Jeffrey J. H.; Kulasegaram, Kulamakan M.; Woods, Nicole N.; Moulton, Carol-anne; Ringsted, Charlotte V.; Brydges, Ryan
Titel	Knowing How and Knowing Why: Testing the Effect of Instruction Designed for Cognitive Integration on Procedural Skills Transfer
Quelle	In: Advances in Health Sciences Education, 23 (2018) 1, S.61-74 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-017-9774-1
Schlagwörter	Transfer of Training; Teaching Methods; Rating Scales; Pretests Posttests; Retention (Psychology); Metacognition; Simulation; Symptoms (Individual Disorders); Clinical Diagnosis; Medical Students; Psychomotor Skills; Video Technology; Evaluators; Concept Formation; Regression (Statistics); Outcomes of Education; Medical Education; Human Body + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Rating-Skala; Merkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Simulation program; Simulationsprogramm; Psychiatrische Symptomatik; Psychomotorische Aktivität; Concept learning; Begriffsbildung; Regression; Regressionsanalyse; Lernleistung; Schulerfolg; Medizinische Ausbildung; Menschlicher Körper
Abstract	Transfer is a desired outcome of simulation-based training, yet evidence for how instructional design features promote transfer is lacking. In clinical reasoning, transfer is improved when trainees experience instruction integrating basic science explanations with clinical signs and symptoms. To test whether integrated instruction has similar effects in procedural skills (i.e., psychomotor skills) training, we studied the impact of instruction that integrates conceptual ("why") and procedural ("how") knowledge on the retention and transfer of simulation-based lumbar puncture (LP) skill. Medical students (N = 30) were randomized into two groups that accessed different instructional videos during a 60-min self-regulated training session. An unintegrated video provided procedural "How" instruction via step-by-step demonstrations of LP, and an integrated video provided the same "How" instruction with integrated conceptual "Why" explanations (e.g., anatomy) for key steps. Two blinded raters scored post-test, retention, and transfer performances using a global rating scale. Participants also completed written procedural and conceptual knowledge tests. We used simple mediation regression analyses to assess the total and indirect effects (mediated by conceptual knowledge) of integrated instruction on retention and transfer. Integrated instruction was associated with improved conceptual (p < 0.001) but not procedural knowledge test scores (p = 0.11). We found no total effect of group (p > 0.05). We did find a positive indirect group effect on skill retention (B[subscript ab] = 0.93, p < 0.05) and transfer (B[subscript ab] = 0.59, p < 0.05), mediated through participants improved conceptual knowledge. Integrated instruction may improve trainees' skill retention and transfer through gains in conceptual knowledge. Such integrated instruction may be an instructional design feature for simulation-based training aimed at improving transfer outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01