A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Medical students' biomedical and clinical knowledge: Combining longitudinal design, eye tracking and comparison with residents' performance
Tekijät: Södervik I, Vilppu H, Österholm E, Mikkilä-Erdmann M
Kustantaja: PERGAMON-ELSEVIER SCIENCE LTD
Julkaisuvuosi: 2017
Journal: Learning and Instruction
Tietokannassa oleva lehden nimi: LEARNING AND INSTRUCTION
Lehden akronyymi: LEARN INSTR
Vuosikerta: 52
Aloitussivu: 139
Lopetussivu: 147
Sivujen määrä: 9
ISSN: 0959-4752
eISSN: 1873-3263
DOI: https://doi.org/10.1016/j.learninstruc.2017.06.002
Verkko-osoite: http://www.sciencedirect.com/science/article/pii/S0959475217303717#!
Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/27391595
This study combines longitudinal and individual process-level analyses to investigate medical students' biomedical knowledge and how they generate a diagnosis for a patient case text. The diagnostic processes were investigated using the eye-tracking method, and students' processes were compared with those of residents. The results showed that students differed in their diagnostic performance in the beginning of the clinical phase. Of the students who had biomedical misconceptions in the preclinical phase, 69% ended up with an incorrect diagnosis, while 60% of students with accurate biomedical knowledge made a correct diagnosis. The processing of a patient case text was faster among better achieving students and residents. Furthermore, residents' illness-script activation could be seen from their eye-movement data as a relatively longer reading time regarding the sentence that concerned the enabling condition of the case. Based on the results of the study, pedagogical suggestions are discussed. (C) 2017 Elsevier Ltd. All rights reserved.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
