Conceptual change challenges in medicine during professional development

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

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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

Titel: Conceptual change challenges in medicine during professional development
Författare: Södervik, Ilona; Mikkilä-Erdmann, Mirjamaija; Chi, Michelene T. H.
Upphovmannens organisation: Helsinki Institute of Sustainability Science (HELSUS)
Department of Education
The Centre for University Teaching and Learning (HYPE)
Datum: 2019-09
Språk: eng
Sidantal: 12
Tillhör serie: International Journal of Educational Research
ISSN: 0883-0355
DOI: https://doi.org/10.1016/j.ijer.2019.07.003
Permanenta länken (URI): http://hdl.handle.net/10138/334389
Abstrakt: 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.
Subject: 516 Educational sciences
Referentgranskad: Ja
Licens: cc_by_nc_nd
Användningsbegränsning: openAccess
Parallelpublicerad version: acceptedVersion
Finansierad av: 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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