Gutenberg Open Science: A new approach to analyzing the development of domain-specific knowledge among undergraduate medical students using learning scores

Please use this identifier to cite or link to this item: http://doi.org/10.25358/openscience-5263

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DC Field	Value	Language
dc.contributor.author	Roeper, Jochen	-
dc.contributor.author	Zlatkin-Troitschanskaia, Olga	-
dc.contributor.author	Klose, Verena	-
dc.contributor.author	Nagel, Marie-Theres	-
dc.contributor.author	Schlax, Jasmin	-
dc.date.accessioned	2020-10-27T09:21:38Z	-
dc.date.available	2020-10-27T09:21:38Z	-
dc.date.issued	2020	-
dc.identifier.uri	https://openscience.ub.uni-mainz.de/handle/20.500.12030/5267	-
dc.description.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.	en_GB
dc.description.sponsorship	DFG, Open Access-Publizieren Universität Mainz / Universitätsmedizin Mainz	de
dc.language.iso	eng	de
dc.rights	CC BY	*
dc.rights.uri	https://creativecommons.org/licenses/by/4.0/	*
dc.subject.ddc	300 Sozialwissenschaften	de_DE
dc.subject.ddc	300 Social sciences	en_GB
dc.subject.ddc	330 Wirtschaft	de_DE
dc.subject.ddc	330 Economics	en_GB
dc.title	A new approach to analyzing the development of domain-specific knowledge among undergraduate medical students using learning scores	en_GB
dc.type	Zeitschriftenaufsatz	de
dc.identifier.doi	http://doi.org/10.25358/openscience-5263	-
jgu.type.dinitype	article	en_GB
jgu.type.version	Published version	de
jgu.type.resource	Text	de
jgu.organisation.department	FB 03 Rechts- und Wirtschaftswissenschaften	de
jgu.organisation.number	2300	-
jgu.organisation.name	Johannes Gutenberg-Universität Mainz	-
jgu.rights.accessrights	openAccess	-
jgu.journal.title	American journal of biomedical science & research	de
jgu.journal.volume	7	de
jgu.journal.issue	4	de
jgu.pages.start	319	de
jgu.pages.end	323	de
jgu.publisher.year	2020	-
jgu.publisher.name	Rancho Cucamonga, CA	de
jgu.publisher.place	BiomedGrid LLC	de
jgu.publisher.uri	https://dx.doi.org/10.34297/AJBSR.2020.07.001166	de
jgu.publisher.issn	2642-1747	de
jgu.organisation.place	Mainz	-
jgu.subject.ddccode	300	de
jgu.subject.ddccode	330	de
jgu.publisher.doi	10.34297/AJBSR.2020.07.001166
jgu.organisation.ror	https://ror.org/023b0x485
Appears in collections:	JGU-Publikationen

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