문제바탕학습에서 다양한 유형의 시각적 교육도구들을 활용한 경험
Experience with Using Multiple Types of Visual Educational Tools during Problem-Based Learning
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
Purpose: This study describes the experience of using multiple types of visual educational tools in the setting of problem-based learning (PBL). The author intends to demonstrate their roles in diverse and efficient ways of clinical reasoning and problem solving. Methods: Visual educational tools were introduced in a lecture that included their various types, possible benefits, and some examples. Each group made one mechanistic case diagram per week, and each student designed one diagnostic schema or therapeutic algorithm per week, based on their learning issues. The students were also told to provide commentary, which was intended to give insights into their truthfulness. Subsequently, the author administered a questionnaire about the usefulness and weakness of visual educational tools and the difficulties with performing the work. Also, the qualities of the products were assessed by the author. Results: There were many complaints about the adequacy of the introduction of visual educational tools, also revealed by the many initial inappropriate types of products. However, the exercise presentation in the first week improved the level of understanding regarding their purposes and the method of design. In general, students agreed on the benefits of their help in providing a deep understanding of the cases and the possibility of solving clinical problems efficiently. The commentary was helpful in evaluating the truthfulness of their efforts. Students gave suggestions for increasing the percentage of their scores, considering the efforts. Conclusion: Using multiple types of visual educational tools during PBL can be useful in understanding the diverse routes of clinical reasoning and clinical features.
Abstract
Purpose: This study describes the experience of using multiple types of visual educational tools in the setting of problem-based learning (PBL). The author intends to demonstrate their roles in diverse and efficient ways of clinical reasoning and problem solving. Methods: Visual educational tools were introduced in a lecture that included their various types, possible benefits, and some examples. Each group made one mechanistic case diagram per week, and each student designed one diagnostic schema or therapeutic algorithm per week, based on their learning issues. The students were also told to provide commentary, which was intended to give insights into their truthfulness. Subsequently, the author administered a questionnaire about the usefulness and weakness of visual educational tools and the difficulties with performing the work. Also, the qualities of the products were assessed by the author. Results: There were many complaints about the adequacy of the introduction of visual educational tools, also revealed by the many initial inappropriate types of products. However, the exercise presentation in the first week improved the level of understanding regarding their purposes and the method of design. In general, students agreed on the benefits of their help in providing a deep understanding of the cases and the possibility of solving clinical problems efficiently. The commentary was helpful in evaluating the truthfulness of their efforts. Students gave suggestions for increasing the percentage of their scores, considering the efforts. Conclusion: Using multiple types of visual educational tools during PBL can be useful in understanding the diverse routes of clinical reasoning and clinical features.
참고문헌 (20)
- The theory underlying concept maps and how to construct and use them, "Novak JD", Florida Institute for Human and Machine Cognition, ~, pp.Technical Report IHMC CmapTools 2006-01 Rev 01-2008 (2008)
- Kirschner PA, "Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching", Educ Psychol, 41, pp.75~86 (2006)
- Norman G, "Research in clinical reasoning: past history and current trends", Med Educ, 39, pp.418~427 (2005)
- Patel VL, "Effects of conventional and problem-based medical curricula on problem solving", Acad Med, 66, pp.380~389 (1991)
- Guerrero AP, "Mechanistic case diagramming: a tool for problem-based learning", Acad Med, 76, pp.385~389 (2001)
- Azer SA, "Facilitation of students' discussion in problembased learning tutorials to create mechanisms: the use of five key questions", Ann Acad Med Singapore, 34, pp.492~498 (2005)
- Mandin H, "Helping students learn to think like experts when solving clinical problems", Acad Med, 72, pp.173~179 (1997)
- Harasym PH, "Current trends in developing medical students' critical thinking abilities", Kaohsiung J Med Sci, 24, pp.341~355 (2008)
- Woloschuk W, "Use of scheme-based problem solving: an evaluation of the implementation and utilization of schemes in a clinical presentation curriculum", Med Educ, 34, pp.437~442 (2000)
- Margolis CZ, "Uses of clinical algorithms", JAMA, 249, pp.627~632 (1983)
- Ely JW, "Abnormal uterine bleeding: a management algorithm", J Am Board Fam Med, 19, pp.590~602 (2006)
- Fauci AS, "Harrison’s principles of internal medicine. 17th ed" (2008), McGraw Hill
- West DC, "Critical thinking in graduate medical education: a role for concept mapping assessment?", JAMA, 284, pp.1105~1110 (2000)
- Cartwright SL, "Evaluation of acute abdominal pain in adults", Am Fam Physician, 77, pp.971~978 (2008)
- Norman G, "Editorial: beyond PBL", Adv Health Sci Educ Theory Pract, 9, pp.257~260 (2004)
- Nandi PL, "Undergraduate medical education: comparison of problembased learning and conventional teaching", Hong Kong Med J, 6, pp.301~306 (2000)
- Woods NN, "The value of basic science in clinical diagnosis", Acad Med, 81(10 Suppl), pp.S124~S127 (2006)
- Goldszmidt M, "Expanding the basic science debate: the role of physics knowledge in interpreting clinical findings", Adv Health Sci Educ Theory Pract (2011)[DOI]
- Eva KW, "Exploring the etiology of content specificity: factors influencing analogic transfer and problem solving", Acad Med, 73(10 Suppl), pp.S1~S5 (1998)
- Mandin H, "Clinical problem solving and the clinical presentation curriculum", Acad Med, 75, pp.1043~1045 (2000)