Teaching and learning in medicine · 2011
Students' inductive reasoning skills and the relevance of prior knowledge: an exploratory study with a computer-based training course on the topic of acne vulgaris.
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Horn-Ritzinger Sabine, Bernhardt Johannes, Horn Michael, Smolle Josef
Аннотация
BACKGROUND: The importance of inductive instruction in medical education is increasingly growing. Little is known about the relevance of prior knowledge regarding students' inductive reasoning abilities.
PURPOSE: The purpose is to evaluate this inductive teaching method as a means of fostering higher levels of learning and to explore how individual differences in prior knowledge (high [HPK] vs. low [LPK]) contribute to students' inductive reasoning skills.
METHODS: Twenty-six LPK and 18 HPK students could train twice with an interactive computer-based training object to discover the underlying concept before doing the final comprehension check.
RESULTS: Students had a median of 76.9% of correct answers in the first, 90.9% in the second training, and answered 92% of the final assessment questions correctly. More important, 86% of all students succeeded with inductive learning, among them 83% of the HPK students and 89% of the LPK students.
CONCLUSIONS: Prior knowledge did not predict performance on overall comprehension. This inductive instructional strategy fostered students' deep approaches to learning in a time-effective way.
PURPOSE: The purpose is to evaluate this inductive teaching method as a means of fostering higher levels of learning and to explore how individual differences in prior knowledge (high [HPK] vs. low [LPK]) contribute to students' inductive reasoning skills.
METHODS: Twenty-six LPK and 18 HPK students could train twice with an interactive computer-based training object to discover the underlying concept before doing the final comprehension check.
RESULTS: Students had a median of 76.9% of correct answers in the first, 90.9% in the second training, and answered 92% of the final assessment questions correctly. More important, 86% of all students succeeded with inductive learning, among them 83% of the HPK students and 89% of the LPK students.
CONCLUSIONS: Prior knowledge did not predict performance on overall comprehension. This inductive instructional strategy fostered students' deep approaches to learning in a time-effective way.