Informing the Uninformed: A Multitier Approach to Uncover Students' Misconceptions on Cardiovascular Physiology

Autor/inn/en	Versteeg, Marjolein; Wijnen-Meijer, Marjo; Steendijk, Paul
Titel	Informing the Uninformed: A Multitier Approach to Uncover Students' Misconceptions on Cardiovascular Physiology
Quelle	In: Advances in Physiology Education, 43 (2019) 1, S.7-14 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Misconceptions; Metabolism; Heart Disorders; Student Attitudes; Science Instruction; Physiology; Teaching Methods; Biomedicine; Metacognition; Correlation; Medical Education; Scientific Concepts; Concept Formation; Multiple Choice Tests; Science Tests; Foreign Countries; Undergraduate Students; Netherlands + Suchen Sie Ihr Suchwort? Missverständnis; Stoffwechsel; Herzkrankheit; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Biomedizin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Medizinische Ausbildung; Concept learning; Begriffsbildung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Ausland; Niederlande
Abstract	Misconceptions about physiology are a major threat to accurate scientific and clinical reasoning in medical education. Awareness is often mentioned as a prerequisite to achieve conceptual understanding; however, students are frequently unaware of their incorrect understanding. We explored the multitier approach as a tool to obtain insight into students' awareness and misconceptions regarding cardiovascular physiology. Biomedical sciences students (N = 81) participated in a diagnostic multitier assessment on cardiovascular physiology. Each question consisted of an answer tier and an explanation tier. Both tiers were paired with confidence tiers, i.e., 5-point Likert scales, which were used as an indicator for metacognitive evaluation, i.e., awareness. The average test score was 3.07 (maximum 4.0) for the answer tier only, and reduced to 1.57 when answer and explanation tiers were combined. A weak correlation (R2 = 0.13, P = 0.001) between students' confidence and their test scores was found for the combined responses. Correct combined answers were associated with an increase in confidence score of 0.27 vs. incorrect answers. Using a Bland-Altman analysis, we showed that students generally overestimated their knowledge. In total, 28.7% of all responses were classified as misconceptions, defined as incorrect answers paired with high confidence. In all, findings indicate that the multitier approach is useful to study students' conceptual understanding and uncover misconceptions on cardiovascular physiology. Furthermore, this study supports the need for metacognitive measures in order to improve teaching and learning in medical education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01