Psychological Factors Affecting Medical Students' Learning with Erroneous Worked Examples

Autor/inn/en	Klopp, Eric; Stark, Robin; Kopp, Veronika; Fischer, Martin R.
Titel	Psychological Factors Affecting Medical Students' Learning with Erroneous Worked Examples
Quelle	In: Journal of Education and Learning, 2 (2013) 1, S.158-170 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Medical Students; Psychological Patterns; Problem Based Learning; Problem Solving; Competence; Clinical Diagnosis; Models; Prior Learning; Ambiguity (Context); Anxiety; Multivariate Analysis; Error Patterns; Profiles; Correlation; Multiple Choice Tests; Germany + Suchen Sie Ihr Suchwort? Ausland; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Kompetenz; Analogiemodell; Vorkenntnisse; Angst; Multivariate Analyse; Fehlertyp; Charakterisierung; Profilanalyse; Korrelation; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Deutschland
Abstract	The acquisition of diagnostic competence is seen as a major goal during the course of study in medicine. One innovative method to foster this goal is problem-based learning with erroneous worked examples provided in a computer learning environment. The present study explores the relationship of attitudinal, emotional and cognitive factors for learning with erroneous worked examples. 72 medical students from a German university worked with six case-based examples in the domain of arterial hypertension. Domain-specific conceptual prior knowledge, anxiety of making errors, attitudes towards errors, and ambiguity tolerance were measured as independent variables before the students worked with the examples. Diagnostic competence was operationalized by measuring conceptual, strategic, and conditional knowledge, which were assessed as dependent variables after working with the learning environment. A cluster analytic approach yielded three clusters. For each, the relationship with the learning outcome was analysed. Cluster membership significantly influenced the learning outcome in strategic, but not in conditional knowledge. Furthermore, cluster membership had a significant effect on conceptual knowledge; there was also an increase in conceptual knowledge for all clusters when conceptual knowledge measured after the treatment was compared to prior conceptual knowledge. The results clearly indicate the importance of a certain pattern of psychological factors for learning with erroneous worked examples. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01