Productive failure as an instructional approach to promote future learning.
Productive failure is an instructional approach that requires learners to struggle as they attempt to generate solutions to problems before, rather than after, receiving direct instruction on a targeted concept. Studies demonstrate that productive failure prepares students for later learning of new,...
| Publicado en: | Advances in Health Sciences Education Vol. 24; no. 4; pp. 739 - 750 |
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| Autores principales: | , , , |
| Formato: | research randomized controlled trial Journal Article |
| Publicado: |
Springer Nature
Oct2019
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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=138912231&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 138912231 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13824996 OAK jtl: Advances in Health Sciences Education issn: 13824996 maglogo: N pubinfo: dt: Oct2019 vid: 24 iid: 4 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 138912231 138912231 144110624 NLM31089856 138912231 10.1007/s10459-019-09895-4 NLM31089856 138912231 ppf: 739 ppct: 11 formats: tig: atl: Productive failure as an instructional approach to promote future learning. aug: au: Steenhof, Naomi Woods, Nicole N. Van Gerven, Pascal W. M. Mylopoulos, Maria affil: Leslie Dan Faculty of Pharmacy, University of Toronto, 144 College Street, M5S 3M2, Toronto, ON, Canada sug: subj: Learning Students, Pharmacy Educational Measurement Canada Clinical Competence Female Adult Human Male Middle Age Problem-Based Learning Validation Studies Comparative Studies Evaluation Research Multicenter Studies Randomized Controlled Trials Exercise of Self-Care Agency Scale Adult: 19-44 years Middle Aged: 45-64 years Female Male ab: Productive failure is an instructional approach that requires learners to struggle as they attempt to generate solutions to problems before, rather than after, receiving direct instruction on a targeted concept. Studies demonstrate that productive failure prepares students for later learning of new, related knowledge. Our study explored the effectiveness of productive failure as an instructional intervention in health professions education with respect to (a) acquisition and application of a novel concept, and (b) learners' preparation for future learning of new, related content. Forty year-one students enrolled in the Doctor of Pharmacy program at the University of Toronto were randomly assigned to a productive failure (i.e. attempt to generate solutions before receiving instruction) or direct instruction only learning condition. After a practice phase, participants completed a series of tests designed to measure knowledge acquisition, knowledge application, and preparation for future learning (new learning is required for successful problem solving). As expected, no difference in performance was seen between participants on the acquisition and application tests. However, participants in the productive failure condition outperformed those in the direct instruction condition on the preparation for future learning test. These results emphasize the role of struggle in learning and support the theory that engaging students in solving problems that are beyond their abilities can be a productive exercise in failure. The results suggest that productive failure assists learners in acquiring the conceptual knowledge needed to facilitate learning in the future. pubtype: Academic Journal doctype: research randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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