Please use this identifier to cite or link to this item: http://doi.org/10.25358/openscience-5263
Authors: Roeper, Jochen
Zlatkin-Troitschanskaia, Olga
Klose, Verena
Nagel, Marie-Theres
Schlax, Jasmin
Title: A new approach to analyzing the development of domain-specific knowledge among undergraduate medical students using learning scores
Online publication date: 27-Oct-2020
Language: english
Abstract: Medicine is one of the domains in higher education with the highest demands [1] . The importance of acquiring domain-specific knowledge to understand the scientific rationales of practical work in medicine is considered vital [2] , about the specific responsibilities associated with medical professions. Teachers in medicine are faced with specific instructional challenges, for instance, being required to teach and examine several hundred students with heterogeneous educational backgrounds and study preconditions [3] . Consequently, in medical education practice, Multiple-Choice (MC) tests are often used in examinations because of their high level of efficiency and practicability, and despite their well-known disadvantages such as construct-irrelevant bias and low levels of explanatory power [4, 5] . In particular, the extent to which teaching contributes to the development of domain-specific knowledge cannot be measured by simple post-testing with MC tests and analyzing test sum scores only [6, 7] . Thus, practical implications for teaching and learning in medicine can only be derived to a very limited extent. In this paper, we present a new approach to analyzing the development of medical knowledge and suggest that a design with pre- and post-measurements and the consideration of decomposed pre- and posttest scores, which we define as learning scores, can provide substantial additional information on medical students’ learning over the course of their studies. This practicable approach can help to inform educational practitioners about students’ difficulties in learning and understanding certain medical contents, as well as to uncover possible student misconceptions about medical concepts and models.
DDC: 300 Sozialwissenschaften
300 Social sciences
330 Wirtschaft
330 Economics
Institution: Johannes Gutenberg-Universität Mainz
Department: FB 03 Rechts- und Wirtschaftswissenschaften
Place: Mainz
ROR: https://ror.org/023b0x485
DOI: http://doi.org/10.25358/openscience-5263
Version: Published version
Publication type: Zeitschriftenaufsatz
License: CC BY
Information on rights of use: https://creativecommons.org/licenses/by/4.0/
Journal: American journal of biomedical science & research
7
4
Pages or article number: 319
323
Publisher: Rancho Cucamonga, CA
Publisher place: BiomedGrid LLC
Issue date: 2020
ISSN: 2642-1747
Publisher URL: https://dx.doi.org/10.34297/AJBSR.2020.07.001166
Publisher DOI: 10.34297/AJBSR.2020.07.001166
Appears in collections:JGU-Publikationen

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