How learners learn: A new microanalytic assessment method to map decision-making.
Background: Microanalytic techniques have shown considerable potential as avenues for understanding learning in a range of learning contexts. If a microanalytic approach is to be tested for utility, a suitable learning context is required. We chose problem-based learning (PBL) tutorials as our conte...
| Publicado en: | Medical Teacher Vol. 40; no. 12; pp. 1231 - 1240 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=133982656&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 133982656 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: Dec2018 vid: 40 iid: 12 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 133982656 133982656 133982656 10.1080/0142159X.2018.1426838 133982656 ppf: 1231 ppct: 9 formats: tig: atl: How learners learn: A new microanalytic assessment method to map decision-making. aug: au: Smith, Phillippa Corrigan, Gerry affil: ANU Medical School, Australian National University, Canberra, Australia sug: subj: Problem-Based Learning Evaluation Decision Making Students, Medical Human Students, Undergraduate Interviews Questionnaires ab: Background: Microanalytic techniques have shown considerable potential as avenues for understanding learning in a range of learning contexts. If a microanalytic approach is to be tested for utility, a suitable learning context is required. We chose problem-based learning (PBL) tutorials as our context. Aims: We sought to determine if a new microanalytic approach is suitable for investigating the learning decisions made by students during PBL and what this form of microanalysis reveals. Methods: Stimulated recall interviews were used to question 17 first year graduate-entry medical students regarding the conscious decisions behind their actions during one PBL case. Responses were categorized and used to construct process maps to illustrate the students' decision-making. These maps and the decisions within them were analyzed focusing on how learners learn. Results: Stimulated recall interviewing (SRI) was conducted, during which students could articulate the conscious decisions they made during PBL. The data collected were used to construct 191 process maps and 802 categorized decisions for analysis. Students' decisions became increasingly self-centered as the case progressed while maintaining an awareness of group dynamics. Conclusions: The microanalytic approach employed in this study is a suitable tool for understanding the nature of learning in this, and other environments. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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