View in EDS

Psychological Factors Affecting Medical Students' Learning with Erroneous Worked Examples

Saved in:
Bibliographic Details
Title: Psychological Factors Affecting Medical Students' Learning with Erroneous Worked Examples
Language: English
Authors: Klopp, Eric, Stark, Robin, Kopp, Veronika, Fischer, Martin R.
Source: Journal of Education and Learning. 2013 2(1):158-170.
Availability: 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
Peer Reviewed: Y
Page Count: 13
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: 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
Geographic Terms: Germany
ISSN: 1927-5250
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.
Abstractor: As Provided
Number of References: 51
Entry Date: 2015
Accession Number: EJ1078972
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1078972
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1078972
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Psychological Factors Affecting Medical Students' Learning with Erroneous Worked Examples
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Klopp%2C+Eric%22">Klopp, Eric</searchLink><br /><searchLink fieldCode="AR" term="%22Stark%2C+Robin%22">Stark, Robin</searchLink><br /><searchLink fieldCode="AR" term="%22Kopp%2C+Veronika%22">Kopp, Veronika</searchLink><br /><searchLink fieldCode="AR" term="%22Fischer%2C+Martin+R%2E%22">Fischer, Martin R.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning%22"><i>Journal of Education and Learning</i></searchLink>. 2013 2(1):158-170.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2013
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Diagnosis%22">Clinical Diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Ambiguity+%28Context%29%22">Ambiguity (Context)</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+Analysis%22">Multivariate Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Profiles%22">Profiles</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1927-5250
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 51
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2015
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1078972
PLink https://erproxy.cvtisr.sk/sfx/access?url=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1078972
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 158
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Medical Students
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Clinical Diagnosis
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Prior Learning
        Type: general
      – SubjectFull: Ambiguity (Context)
        Type: general
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Multivariate Analysis
        Type: general
      – SubjectFull: Error Patterns
        Type: general
      – SubjectFull: Profiles
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Germany
        Type: general
    Titles:
      – TitleFull: Psychological Factors Affecting Medical Students' Learning with Erroneous Worked Examples
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Klopp, Eric
      – PersonEntity:
          Name:
            NameFull: Stark, Robin
      – PersonEntity:
          Name:
            NameFull: Kopp, Veronika
      – PersonEntity:
          Name:
            NameFull: Fischer, Martin R.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2013
          Identifiers:
            – Type: issn-print
              Value: 1927-5250
          Numbering:
            – Type: volume
              Value: 2
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Education and Learning
              Type: main
ResultId 1