Patterns of domain-specific learning among medical undergraduate students in relation to confidence in their physiology knowledge - Insights from a pre-post study

Publikationstyp:
Zeitschriftenaufsatz
Metadaten:
Autoren
  • Jochen Roeper
  • Jasmin Reichert-Schlax
  • Olga Zlatkin-Troitschanskaia
  • Verena Klose
  • Maruschka Weber
  • Marie-Theres Nagel
Autoren-URL
https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=fis-test-1&SrcAuth=WosAPI&KeyUT=WOS:000761064200001&DestLinkType=FullRecord&DestApp=WOS_CPL
DOI
10.3389/fpsyg.2021.562211
Externe Identifier
  • Clarivate Analytics Document Solution ID: ZH6RS
  • PubMed Identifier: 35222131
ISSN
1664-1078
Zeitschrift
FRONTIERS IN PSYCHOLOGY
Schlüsselwörter
  • domain learning
  • physiology knowledge
  • knowledge development
  • confidence testing
  • learning profiles
  • medical education
  • longitudinal study
Artikelnummer
ARTN 562211
Datum der Veröffentlichung
2022
Status
Published
Titel
Patterns of Domain-Specific Learning Among Medical Undergraduate Students in Relation to Confidence in Their Physiology Knowledge: Insights From a Pre-post Study
Sub types
  • Article
Ausgabe der Zeitschrift
12

Datenquelle: Web of Science (Lite)

Andere Metadatenquellen:
Abstract
<jats:sec><jats:title>Research Focus</jats:title><jats:p>The promotion of domain-specific knowledge is a central goal of higher education and, in the field of medicine, it is particularly essential to promote global health. Domain-specific knowledge on its own is not exhaustive; confidence regarding the factual truth of this knowledge content is also required. An increase in both knowledge and confidence is considered a necessary prerequisite for making professional decisions in the clinical context. Especially the knowledge of human physiology is fundamental and simultaneously critical to medical decision-making. However, numerous studies have shown difficulties in understanding and misconceptions in this area of knowledge. Therefore, we investigate (i) how preclinical medical students acquire knowledge in physiology over the course of their studies and simultaneously gain confidence in the correctness of this knowledge as well as (ii) the interrelations between these variables, and (iii) how they affect the<jats:italic>development</jats:italic>of domain-specific knowledge.</jats:p></jats:sec><jats:sec><jats:title>Method</jats:title><jats:p>In a pre–post study, 169 medical students’ development of physiology knowledge and their confidence related to this knowledge were assessed<jats:italic>via</jats:italic>paper-pencil questionnaires before and after attending physiology seminars for one semester. Data from a longitudinal sample of<jats:italic>n</jats:italic>= 97 students were analyzed using mean comparisons, regression analyses, and latent class analyses (LCAs). In addition, four types of item responses were formed based on confidence and correctness in the knowledge test.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>We found a significant and large increase in the students’ physiology knowledge, with task-related confidence being the strongest predictor (apart from learning motivation). Moreover, a significantly higher level of confidence at t2 was confirmed, with the level of prior confidence being a strong predictor (apart from knowledge at t2). Furthermore, based on the students’ development of knowledge and confidence levels between measurement points, three empirically distinct groups were distinguished: knowledge gainers, confidence gainers, and overall gainers. The students whose confidence in incorrect knowledge increased constituted one particularly striking group. Therefore, the training of both knowledge and the ability to critically reflect on one’s knowledge and skills as well as an assessment of their development in education is required, especially in professions such as medicine, where knowledge-based decisions made with confidence are of vital importance.</jats:p></jats:sec>
Autoren
  • Jochen Roeper
  • Jasmin Reichert-Schlax
  • Olga Zlatkin-Troitschanskaia
  • Verena Klose
  • Maruschka Weber
  • Marie-Theres Nagel
DOI
10.3389/fpsyg.2021.562211
eISSN
1664-1078
Zeitschrift
Frontiers in Psychology
Online publication date
2022
Status
Published online
Herausgeber
Frontiers Media SA
Herausgeber URL
http://dx.doi.org/10.3389/fpsyg.2021.562211
Datum der Datenerfassung
2023
Titel
Patterns of Domain-Specific Learning Among Medical Undergraduate Students in Relation to Confidence in Their Physiology Knowledge: Insights From a Pre–post Study
Ausgabe der Zeitschrift
12

Datenquelle: Crossref

Abstract
<h4>Research focus</h4>The promotion of domain-specific knowledge is a central goal of higher education and, in the field of medicine, it is particularly essential to promote global health. Domain-specific knowledge on its own is not exhaustive; confidence regarding the factual truth of this knowledge content is also required. An increase in both knowledge and confidence is considered a necessary prerequisite for making professional decisions in the clinical context. Especially the knowledge of human physiology is fundamental and simultaneously critical to medical decision-making. However, numerous studies have shown difficulties in understanding and misconceptions in this area of knowledge. Therefore, we investigate (i) how preclinical medical students acquire knowledge in physiology over the course of their studies and simultaneously gain confidence in the correctness of this knowledge as well as (ii) the interrelations between these variables, and (iii) how they affect the <i>development</i> of domain-specific knowledge.<h4>Method</h4>In a pre-post study, 169 medical students' development of physiology knowledge and their confidence related to this knowledge were assessed <i>via</i> paper-pencil questionnaires before and after attending physiology seminars for one semester. Data from a longitudinal sample of <i>n</i> = 97 students were analyzed using mean comparisons, regression analyses, and latent class analyses (LCAs). In addition, four types of item responses were formed based on confidence and correctness in the knowledge test.<h4>Results</h4>We found a significant and large increase in the students' physiology knowledge, with task-related confidence being the strongest predictor (apart from learning motivation). Moreover, a significantly higher level of confidence at t2 was confirmed, with the level of prior confidence being a strong predictor (apart from knowledge at t2). Furthermore, based on the students' development of knowledge and confidence levels between measurement points, three empirically distinct groups were distinguished: knowledge gainers, confidence gainers, and overall gainers. The students whose confidence in incorrect knowledge increased constituted one particularly striking group. Therefore, the training of both knowledge and the ability to critically reflect on one's knowledge and skills as well as an assessment of their development in education is required, especially in professions such as medicine, where knowledge-based decisions made with confidence are of vital importance.
Addresses
  • Department of Neurophysiology, University Hospital Frankfurt, Frankfurt, Germany.
Autoren
  • Jochen Roeper
  • Jasmin Reichert-Schlax
  • Olga Zlatkin-Troitschanskaia
  • Verena Klose
  • Maruschka Weber
  • Marie-Theres Nagel
DOI
10.3389/fpsyg.2021.562211
eISSN
1664-1078
Externe Identifier
  • PubMed Identifier: 35222131
  • PubMed Central ID: PMC8867175
Open access
true
ISSN
1664-1078
Zeitschrift
Frontiers in psychology
Sprache
eng
Medium
Electronic-eCollection
Online publication date
2022
Open access status
Open Access
Paginierung
562211
Datum der Veröffentlichung
2021
Status
Published
Publisher licence
CC BY
Datum der Datenerfassung
2022
Titel
Patterns of Domain-Specific Learning Among Medical Undergraduate Students in Relation to Confidence in Their Physiology Knowledge: Insights From a Pre-post Study.
Sub types
  • research-article
  • Journal Article
Ausgabe der Zeitschrift
12

Files

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.562211/pdf https://europepmc.org/articles/PMC8867175?pdf=render

Datenquelle: Europe PubMed Central

Abstract
RESEARCH FOCUS: The promotion of domain-specific knowledge is a central goal of higher education and, in the field of medicine, it is particularly essential to promote global health. Domain-specific knowledge on its own is not exhaustive; confidence regarding the factual truth of this knowledge content is also required. An increase in both knowledge and confidence is considered a necessary prerequisite for making professional decisions in the clinical context. Especially the knowledge of human physiology is fundamental and simultaneously critical to medical decision-making. However, numerous studies have shown difficulties in understanding and misconceptions in this area of knowledge. Therefore, we investigate (i) how preclinical medical students acquire knowledge in physiology over the course of their studies and simultaneously gain confidence in the correctness of this knowledge as well as (ii) the interrelations between these variables, and (iii) how they affect the development of domain-specific knowledge. METHOD: In a pre-post study, 169 medical students' development of physiology knowledge and their confidence related to this knowledge were assessed via paper-pencil questionnaires before and after attending physiology seminars for one semester. Data from a longitudinal sample of n = 97 students were analyzed using mean comparisons, regression analyses, and latent class analyses (LCAs). In addition, four types of item responses were formed based on confidence and correctness in the knowledge test. RESULTS: We found a significant and large increase in the students' physiology knowledge, with task-related confidence being the strongest predictor (apart from learning motivation). Moreover, a significantly higher level of confidence at t2 was confirmed, with the level of prior confidence being a strong predictor (apart from knowledge at t2). Furthermore, based on the students' development of knowledge and confidence levels between measurement points, three empirically distinct groups were distinguished: knowledge gainers, confidence gainers, and overall gainers. The students whose confidence in incorrect knowledge increased constituted one particularly striking group. Therefore, the training of both knowledge and the ability to critically reflect on one's knowledge and skills as well as an assessment of their development in education is required, especially in professions such as medicine, where knowledge-based decisions made with confidence are of vital importance.
Date of acceptance
2021
Autoren
  • Jochen Roeper
  • Jasmin Reichert-Schlax
  • Olga Zlatkin-Troitschanskaia
  • Verena Klose
  • Maruschka Weber
  • Marie-Theres Nagel
Autoren-URL
https://www.ncbi.nlm.nih.gov/pubmed/35222131
DOI
10.3389/fpsyg.2021.562211
Externe Identifier
  • PubMed Central ID: PMC8867175
ISSN
1664-1078
Zeitschrift
Front Psychol
Schlüsselwörter
  • confidence testing
  • domain learning
  • knowledge development
  • learning profiles
  • longitudinal study
  • medical education
  • physiology knowledge
Sprache
eng
Country
Switzerland
Paginierung
562211
Datum der Veröffentlichung
2021
Status
Published online
Titel
Patterns of Domain-Specific Learning Among Medical Undergraduate Students in Relation to Confidence in Their Physiology Knowledge: Insights From a Pre-post Study.
Sub types
  • Journal Article
Ausgabe der Zeitschrift
12

Datenquelle: PubMed

Author's licence
CC-BY
Autoren
  • Jochen Roeper
  • Jasmin Reichert-Schlax
  • Olga Zlatkin-Troitschanskaia
  • Verena Klose
  • Maruschka Weber
  • Marie-Theres Nagel
Hosting institution
Universitätsbibliothek Mainz
Sammlungen
  • JGU-Publikationen
Resource version
Published version
DOI
10.3389/fpsyg.2021.562211
Funding acknowledgements
  • Open Access-Publizieren Universität Mainz / Universitätsmedizin Mainz
File(s) embargoed
false
Open access
true
ISSN
1664-1078
Zeitschrift
Frontiers in psychology
Schlüsselwörter
  • 150 Psychologie
  • 150 Psychology
Sprache
eng
Open access status
Open Access
Paginierung
562211
Datum der Veröffentlichung
2022
Public URL
https://openscience.ub.uni-mainz.de/handle/20.500.12030/6956
Herausgeber
Frontiers Research Foundation
Datum der Datenerfassung
2023
Datum, an dem der Datensatz öffentlich gemacht wurde
2023
Zugang
Public
Titel
Patterns of domain-specific learning among medical undergraduate students in relation to confidence in their physiology knowledge : insights from a pre–post study
Ausgabe der Zeitschrift
12

Files

patterns_of_domainspecific_le-20220509101216285.pdf

Datenquelle: OPENSCIENCE.UB

Abstract
Research Focus: The promotion of domain-specific knowledge is a central goal of higher education and, in the field of medicine, it is particularly essential to promote global health. Domain-specific knowledge on its own is not exhaustive; confidence regarding the factual truth of this knowledge content is also required. An increase in both knowledge and confidence is considered a necessary prerequisite for making professional decisions in the clinical context. Especially the knowledge of human physiology is fundamental and simultaneously critical to medical decisionmaking. However, numerous studies have shown difficulties in understanding and misconceptions in this area of knowledge. Therefore, we investigate (i) how preclinical medical students acquire knowledge in physiology over the course of their studies and simultaneously gain confidence in the correctness of this knowledge as well as (ii) the interrelations between these variables, and (iii) how they affect the development of domain-specific knowledge. Method: In a pre–post study, 169 medical students’ development of physiology knowledge and their confidence related to this knowledge were assessed via paperpencil questionnaires before and after attending physiology seminars for one semester. Data from a longitudinal sample of n = 97 students were analyzed using mean comparisons, regression analyses, and latent class analyses (LCAs). In addition, four types of item responses were formed based on confidence and correctness in the knowledge test. Results: We found a significant and large increase in the students’ physiology knowledge, with task-related confidence being the strongest predictor (apart from learning motivation). Moreover, a significantly higher level of confidence at t2 was confirmed, with the level of prior confidence being a strong predictor (apart from knowledge at t2). Furthermore, based on the students’ development of knowledge and confidence levels between measurement points, three empirically distinct groups were distinguished: knowledge gainers, confidence gainers, and overall gainers. The students whose confidence in incorrect knowledge increased constituted one particularly striking group. Therefore, the training of both knowledge and the ability to critically reflect on one’s knowledge and skills as well as an assessment of their development in education is required, especially in professions such as medicine, where knowledge-based decisions made with confidence are of vital importance.
Autoren
  • Jochen Roeper
  • Jasmin Reichert-Schlax
  • Olga Zlatkin-Troitschanskaia
  • Verena Klose
  • Maruschka Weber
  • Marie-Theres Nagel
DOI
10.3389/fpsyg.2021.562211
Funding acknowledgements
  • Rhine-Main-Universities (RMU) fund:
ISSN
1664-1078
Zeitschrift
Frontiers in Psychology
Schlüsselwörter
  • confidence testing
  • domain learning
  • knowledge development
  • learning profiles
  • longitudinal study
  • medical education
  • physiology knowledge
Sprache
englisch
Artikelnummer
562211
Online publication date
2022
Paginierung
1 - 14, 14
Herausgeber
Frontiers Media
Datum der Datenerfassung
2022
Titel
Patterns of domain-specific learning among medical undergraduate students in relation to confidence in their physiology knowledge - Insights from a pre-post study
Ausgabe der Zeitschrift
12

Datenquelle: Manual

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