Literaturnachweis - Detailanzeige
| Autor/inn/en | Nesbitt, Leslie M.; Cliff, William H. |
|---|---|
| Titel | How the Story Unfolds: Exploring Ways Faculty Develop Open-Ended and Closed-Ended Case Designs |
| Quelle | In: Advances in Physiology Education, 32 (2008) 4, S.279-285 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1043-4046 |
| DOI | 10.1152/advan.90158.2008 |
| Schlagwörter | Educational Improvement; Physiology; Workshops; Anatomy; Thinking Skills; Faculty; Questioning Techniques; Behavioral Objectives; Case Method (Teaching Technique); College Faculty; Case Studies |
| Abstract | Open-ended or closed-ended case study design schemes offer different educational advantages. Anatomy and physiology faculty members who participated in a conference workshop were given an identical case about blood doping and asked to build either an open-ended study or a closed-ended study. The workshop participants created a rich array of case questions. Participant-written learning objectives and case questions were compared, and the questions were examined to determine whether they satisfied criteria for open or closed endedness. Many of the participant-written learning objectives were not well matched with the case questions, and participants had differing success writing suitable case questions. Workshop participants were more successful in creating closed-ended questions than open-ended ones. Eighty-eight percent of the questions produced by participants assigned to write closed-ended questions were considered closed ended, whereas only 43% of the questions produced by participants assigned to write open-ended questions were deemed open ended. Our findings indicate that, despite the fact that instructors of anatomy and physiology recognize the value of open-ended questions, they have greater difficulty in creating them. We conclude that faculty should pay careful attention to learning outcomes as they craft open-ended case questions if they wish to ensure that students are prompted to use and improve their higher-order thinking skills. (Contains 1 figure and 3 tables.) (As Provided). |
| Anmerkungen | American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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