A follow-up study of medical students' biomedical understanding and clinical reasoning concerning the cardiovascular system

Advances in Health Sciences Education

Volumn 16, Issue 5, 2011, Pages 655-668

  Ahopelto, Ilona ^a   Mikkilä Erdmann, Mirjamaija ^a   Olkinuora, Erkki ^a   Kääpä, Pekka ^a  

^a UNIVERSITY OF TURKU   (Finland)

Author keywords

Biomedical knowledge; Cardiovascular system; Clinical reasoning; Medical education; Misconception

Indexed keywords

ADULT; ARTICLE; CARDIOVASCULAR SYSTEM; CLINICAL COMPETENCE; COMPREHENSION; DECISION MAKING; EDUCATION; FEMALE; FOLLOW UP; HUMAN; MALE; MEDICAL EDUCATION; MEDICAL STUDENT; MEDICINE; METHODOLOGY; PHYSIOLOGY; PROBLEM SOLVING; PSYCHOLOGICAL ASPECT;

CARDIOVASCULAR SYSTEM; CLINICAL COMPETENCE; COMPREHENSION; DECISION MAKING; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; FEMALE; FOLLOW-UP STUDIES; HUMANS; MALE; MEDICINE; PHYSIOLOGY; PROBLEM SOLVING; STUDENTS, MEDICAL; YOUNG ADULT;

EID: 82355163639     PISSN: 13824996     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10459-011-9286-3     Document Type: Article

References (28)

1. Boshuizen, H. P. A., & Schmidt, H. G. (1992). On the role of biomedical knowledge in clinical reasoning by experts, intermediates and novices. Cognitive Science, 16, 153-184.
2. Boshuizen, H. P. A., Schmidt, H. G., Custers, E. J. F. M., & van De Wiel, M. W. (1995). Knowledge development and restructuring in the domain of medicine: The role of theory and practice. Learning and Instruction, 5, 269-289.
3. Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), International handbook on conceptual change research (pp. 61-82). New York: Routledge.
4. Chi, M. T. H., & Roscoe, R. D. (2002). The process and challenges of conceptual change. In M. Limón & L. Mason (Eds.), Reconsidering conceptual change. Issues in theory and practice (pp. 3-27). Dordrecht, the Netherlands: Kluwer.
5. De Bruin, A. B. H., Schmidt, H. G., & Rikers, R. M. J. P. (2005). The role of basic science knowledge and clinical knowledge in diagnostic reasoning: A structural equation modelling approach. Academic Medicine, 80(8), 765-773.
6. Duit, R. (1999). Conceptual change approaches in science education. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 263-282). Amsterdam: Pergamon.
7. Feltovich, P. J., Johnson, P. E., Moller, J. H., & Swanson, D. B. (1984). LCS: The role and development of medical knowledge in diagnostic expertise. In W. J. Clancey & E. H. Shortliffe (Eds.), Readings in medical artificial intelligence: The first decade (pp. 275-318). Reading, MA: Addison-Wesley.
8. Fyrenius, A., Silén, C., & Wirell, S. (2007). Students' conceptions of underlying principles in medical physiology: An interview study of medical students' understanding in a PBL curriculum. Advances in Physiology Education, 31, 364-369.
9. Kaufman, D. R., Keselman, A., & Patel, V. L. (2008). Changing conceptions in medicine and health. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 295-327). New York: Routledge.
10. Kuipers, B., & Kassirer, J. P. (1984). Causal reasoning in medicine: Analysis of a protocol. Cognitive Science, 8, 363-385.
11. Limón, M., & Mason, L. (2002). Reconsidering conceptual change. Issues in theory and practice. Dordrecht, Germany: Kluwer.
12. Michael, J. A. (2007). What makes physiology hard for students to learn? Results of a faculty survey. Advances in Physiology Education, 31, 34-40.
13. Michael, J. A., Richardson, D., Rovick, A., Modell, H., Bruce, D., Horwitz, B., et al. (1999). Undergraduate students' misconceptions about respiratory physiology. Advances in Physiology Education, 22, 127-135.
14. Michael, J. A., Wenderoth, M. P., Modell, H. I., Cliff, W., Horwitz, B., McHale, P., et al. (2002). Undergraduates' understanding of cardiovascular phenomena. Advances in Physiology Education, 26, 72-84.
15. Modell, H. I. (2000). How to help students understand physiology? Emphasize general models. Advances in Physiology Education, 23, 101-107.
16. Modell, H. I., Michael, J. A., Adamson, T., Goldberg, J., Horvitz, B. A., Bruce, D. S., et al. (2000). Helping undergraduates repair faulty mental models in the student laboratory. Advances in Health Sciences Education, 32, 142-146.
17. Mikkilä-Erdmann, M., Ahopelto, I., Virtanen, H., Kääpä, P., & Olkinuora, E. (submitted). First-year medical students' conceptual understanding and resistance to conceptual change concerning the central cardiovascular system.
18. Patel, V. L., Evans, D. A., & Groen, G. J. (1989). Biomedical knowledge and clinical reasoning. In D. A. Evans & V. L. Patel (Eds.), Cognitive science in medicine: Biomedical modelling (pp. 53-112). Cambridge, MA: The MIT Press.
19. Patel, V. L., Evans, D. A., & Kaufman, D. R. (1990). Reasoning strategies and the use of biomedical knowledge by medical students. Medical Education, 24, 129-136.
20. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 66, 211-227.
21. Schmidt, H. G., & Boshuizen, H. P. A. (1992). Encapsulation of biomedical knowledge. In A. E. Evans & V. L. Patel (Eds.), Advanced models of cognition for medical training and practice (pp. 265-282). New York: Springer.
22. Sinatra, G., & Mason, L. (2008). Beyond knowledge: Learner characteristics influencing conceptual change. In S. Vosniadou (Ed.), International handbook on conceptual change research (pp. 560-582). New York: Routledge.
23. Swanson, D. B., & Case, S. M. (1997). Assessment in basic science instruction: Directions for practice and research. Advances in Health Sciences Education, 2, 71-84.
24. van de Wiel, M. W. J., Boshuizen, H. P. A., & Schmidt, H. G. (2000). Knowledge restructuring in expertise development: Evidence from pathophysiological representations of clinical cases by students and physicians. European Journal of Cognitive Psychology, 12(3), 323-355.
25. Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4, 45-69.
26. Wilhelmsson, N. (2010). From basic science knowledge to clinical understanding. Stockholm, Karolinska Institutet: Larserics Digital Print AB.
27. Woods, N. N. (2007). Science is fundamental: The role of biomedical knowledge in clinical reasoning. Medical Education, 41, 1173-1177.
28. Woods, N. N., Brooks, L. R., & Norman, G. R. (2007). It all makes sense: Biomedical knowledge, causal connections and memory in the novice diagnostician. Advances in Health Sciences Education, 12, 405-415.