Expanding the Basic Science Debate: The Role of Physics Knowledge in Interpreting Clinical Findings

Autor/inn/en	Goldszmidt, Mark; Minda, John Paul; Devantier, Sarah L.; Skye, Aimee L.; Woods, Nicole N.
Titel	Expanding the Basic Science Debate: The Role of Physics Knowledge in Interpreting Clinical Findings
Quelle	In: Advances in Health Sciences Education, 17 (2012) 4, S.547-555 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-011-9331-2
Schlagwörter	Learning; Diseases; Human Body; Multiple Choice Tests; Questioning Techniques; Research; Scientific Concepts; Control Groups; Influences; Memory; Comprehension; Experiments; Retention (Psychology); Medical Education; Medical Students; Graduate Students + Suchen Sie Ihr Suchwort? Lernen; Disease; Krankheit; Menschlicher Körper; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Befragungstechnik; Fragetechnik; Forschung; Influence; Einfluss; Einflussfaktor; Gedächtnis; Verstehen; Verständnis; Erprobung; Merkfähigkeit; Medizinische Ausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	Current research suggests a role for biomedical knowledge in learning and retaining concepts related to medical diagnosis. However, learning may be influenced by other, non-biomedical knowledge. We explored this idea using an experimental design and examined the effects of causal knowledge on the learning, retention, and interpretation of medical information. Participants studied a handout about several respiratory disorders and how to interpret respiratory exam findings. The control group received the information in standard "textbook" format and the experimental group was presented with the same information as well as a causal explanation about how sound travels through lungs in both the normal and disease states. Comprehension and memory of the information was evaluated with a multiple-choice exam. Several questions that were not related to the causal knowledge served as control items. Questions related to the interpretation of physical exam findings served as the critical test items. The experimental group outperformed the control group on the critical test items, and our study shows that a causal explanation can improve a student's memory for interpreting clinical details. We suggest an expansion of which basic sciences are considered fundamental to medical education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10