Conceptual change challenges in medicine during professional development

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dc.contributor.author Södervik, Ilona
dc.contributor.author Mikkilä-Erdmann, Mirjamaija
dc.contributor.author Chi, Michelene T. H.
dc.date.accessioned 2021-09-15T22:28:32Z
dc.date.available 2022-03-06T03:45:14Z
dc.date.issued 2019-09
dc.identifier.citation 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
dc.identifier.other PURE: 126987216
dc.identifier.other PURE UUID: a1bf9968-832f-49b2-8386-a3c1062f6919
dc.identifier.other ORCID: /0000-0001-8575-487X/work/64324342
dc.identifier.other WOS: 000501617400014
dc.identifier.uri http://hdl.handle.net/10138/334389
dc.description.abstract 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. fi
dc.description.abstract 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. en
dc.format.extent 12
dc.language.iso eng
dc.relation.ispartof International Journal of Educational Research
dc.rights cc_by_nc_nd
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.title Conceptual change challenges in medicine during professional development en
dc.type Article
dc.contributor.organization Helsinki Institute of Sustainability Science (HELSUS)
dc.contributor.organization Department of Education
dc.contributor.organization The Centre for University Teaching and Learning (HYPE)
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1016/j.ijer.2019.07.003
dc.relation.issn 0883-0355
dc.rights.accesslevel openAccess
dc.type.version acceptedVersion
dc.relation.funder Univ Helsinki, University of Helsinki, Helsinki Inst Social Sci & Humanities HSSH
dc.relation.funder Univ Helsinki, University of Helsinki, Helsinki Inst Social Sci & Humanities HSSH
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