Conceptual change challenges in medicine during professional development

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Pysyväisosoite

http://hdl.handle.net/10138/334389

Lähdeviite

Södervik , I , Mikkilä-Erdmann , M & Chi , M T H 2019 , ' Conceptual change challenges in medicine during professional development ' , International Journal of Educational Research , vol. 98 , pp. 159-170 . https://doi.org/10.1016/j.ijer.2019.07.003

Julkaisun nimi: Conceptual change challenges in medicine during professional development
Tekijä: Södervik, Ilona; Mikkilä-Erdmann, Mirjamaija; Chi, Michelene T. H.
Tekijän organisaatio: Helsinki Institute of Sustainability Science (HELSUS)
Department of Education
The Centre for University Teaching and Learning (HYPE)
Päiväys: 2019-09
Kieli: eng
Sivumäärä: 12
Kuuluu julkaisusarjaan: International Journal of Educational Research
ISSN: 0883-0355
DOI-tunniste: https://doi.org/10.1016/j.ijer.2019.07.003
URI: http://hdl.handle.net/10138/334389
Tiivistelmä: This study investigates professional development during medical studies from a conceptual change perspective. Medical students’ conceptual understanding and clinical reasoning concerning the central cardiovascular system were investigated during the first three years of study. Professional development was inspected from the perspectives of biomedical knowledge, clinical knowledge and skills needed to solve a patient case. Biomedical misconceptions regarding false beliefs and mental models were detected. Students with misconceptions were more likely to give lower level answers in clinical application tasks and to make inaccurate diagnoses compared to those students who had accurate conceptual understanding. Based on the results, pedagogical suggestions are discussed.This study investigates professional development during medical studies from a conceptual change perspective. Medical students’ conceptual understanding and clinical reasoning concerning the central cardiovascular system were investigated during the first three years of study. Professional development was inspected from the perspectives of biomedical knowledge, clinical knowledge and skills needed to solve a patient case. Biomedical misconceptions regarding false beliefs and mental models were detected. Students with misconceptions were more likely to give lower level answers in clinical application tasks and to make inaccurate diagnoses compared to those students who had accurate conceptual understanding. Based on the results, pedagogical suggestions are discussed.
Avainsanat: 516 Educational sciences
Vertaisarvioitu: Kyllä
Tekijänoikeustiedot: cc_by_nc_nd
Pääsyrajoitteet: openAccess
Rinnakkaistallennettu versio: acceptedVersion
Rahoittaja: Univ Helsinki, University of Helsinki, Helsinki Inst Social Sci & Humanities HSSH
Univ Helsinki, University of Helsinki, Helsinki Inst Social Sci & Humanities HSSH
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