Medizinische Universität Graz Austria/Österreich - Forschungsportal - Medical University of Graz
Gewählte Publikation:
SHR Neuro Krebs Kardio Lipid Stoffw Microb
Horn-Ritzinger, S; Bernhardt, J; Horn, M; Smolle, J.
Students' inductive reasoning skills and the relevance of prior knowledge: an exploratory study with a computer-based training course on the topic of acne vulgaris.
TEACH LEARN MED. 2011; 23(2): 130-136.
Doi: 10.1080/10401334.2011.561698
Web of Science
PubMed
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FullText_MUG
- Führende Autor*innen der Med Uni Graz
- Smolle Josef
- Co-Autor*innen der Med Uni Graz
- Bernhardt-Melischnig Johannes
- Horn Michael
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- Abstract:
- Background: The importance of inductive instruction in medical education is increasingly growing. Little is known about the relevance of prior knowledge regarding students' inductive reasoning abilities. Purpose: The purpose is to evaluate this inductive teaching method as a means of fostering higher levels of learning and to explore how individual differences in prior knowledge (high [HPK] vs. low [LPK]) contribute to students' inductive reasoning skills. Methods: Twenty-six LPK and 18 HPK students could train twice with an interactive computer-based training object to discover the underlying concept before doing the final comprehension check. Results: Students had a median of 76.9% of correct answers in the first, 90.9% in the second training, and answered 92% of the final assessment questions correctly. More important, 86% of all students succeeded with inductive learning, among them 83% of the HPK students and 89% of the LPK students. Conclusions: Prior knowledge did not predict performance on overall comprehension. This inductive instructional strategy fostered students' deep approaches to learning in a time-effective way.
- Find related publications in this database (using NLM MeSH Indexing)
- Acne Vulgaris -
- Curriculum -
- Dermatology - education
- Educational Measurement -
- Female -
- Health Knowledge, Attitudes, Practice -
- Humans -
- Internet -
- Male -
- Students, Medical -
- Thinking -
- User-Computer Interface -