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Scaffolding problem representation t...

Weinberg, Jeffrey Michael.

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Scaffolding problem representation to improve diagnostic reasoning for third-year medical students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Scaffolding problem representation to improve diagnostic reasoning for third-year medical students./
作者:	Weinberg, Jeffrey Michael.
面頁冊數:	135 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-02, Section: B, page: 1048.
Contained By:	Dissertation Abstracts International65-02B.
標題:	Psychology, Cognitive. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3121848
ISBN:	0496691996

Scaffolding problem representation to improve diagnostic reasoning for third-year medical students.
Weinberg, Jeffrey Michael.

Scaffolding problem representation to improve diagnostic reasoning for third-year medical students. - 135 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: B, page: 1048.

Thesis (Ph.D.)--University of Minnesota, 2004.

Purpose. Problem representation, as mediated by the comprehensive case summary, has been associated with improved diagnostic accuracy, The purpose of this pilot study was to assess the effectiveness of an instructional intervention that scaffolded the creation of the case summary as a means of building problem representations. The goal was to validate an instructional approach to improve medical student's clinical problem solving performance prior to encountering real patients.

ISBN: 0496691996Subjects--Topical Terms:

1017810
Psychology, Cognitive.

Scaffolding problem representation to improve diagnostic reasoning for third-year medical students.
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100 1 $a Weinberg, Jeffrey Michael. $3 1939129
245 1 0 $a Scaffolding problem representation to improve diagnostic reasoning for third-year medical students.
300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: B, page: 1048.
500 $a Adviser: Robert D. Tennyson.
502 $a Thesis (Ph.D.)--University of Minnesota, 2004.
520 $a Purpose. Problem representation, as mediated by the comprehensive case summary, has been associated with improved diagnostic accuracy, The purpose of this pilot study was to assess the effectiveness of an instructional intervention that scaffolded the creation of the case summary as a means of building problem representations. The goal was to validate an instructional approach to improve medical student's clinical problem solving performance prior to encountering real patients.
520 $a Methods. Twenty-one third-year medical students were randomly assigned to either a treatment group (n = 11) or a control group (n = 10) and completed six cases studies split into two sessions, one week apart, Two computer programs were developed that simulated clinical tasks: conduct the history, create a case summary, generate a differential diagnosis, perform an exam, order lab tests, and make a final diagnosis. The treatment group generated cases summary using a scaffolded approach, while the control group did not. Both programs were otherwise identical. The simulation presented patients with gynecological/obstetric problems. Students were assessed on four performance variables: number of attributes reported in the case summary, quality and number of hypotheses, and accuracy of final diagnosis.
520 $a Results. The treatment participants reported nearly 25% more attributes in the case summary as the control group participants (6.49 versus 4.9). Results suggest gender may influence treatment effects, but findings may be inconsequential due to non-randomized small sample size. There was no significant differences in quality or number of hypotheses, or accuracy of final diagnosis. Moreover, nearly all participants correctly identified the final diagnosis (97%).
520 $a Conclusions. A computer simulation was successful in improving the number of attributes students reported in clinical case summaries, As nearly all participants correctly identified the final diagnosis, treatment efficacy is unknown. This implies that further research should test whether instructional efforts should emphasize more complex cases, or less experienced students.
590 $a School code: 0130.
650 4 $a Psychology, Cognitive. $3 1017810
650 4 $a Education, Technology. $3 1017498
650 4 $a Health Sciences, Education. $3 1017921
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791 $a Ph.D.
792 $a 2004
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