Do short cases elicit different thinking processes than factual knowledge questions do?

被引:69
作者
Schuwirth, LWT
Verheggen, MM
van der Vleuten, CPM
Boshuizen, HPA
Dinant, GJ
机构
[1] Univ Maastricht, Dept Educ Dev & Res, NL-6200 MD Maastricht, Netherlands
[2] Univ Maastricht, Fac Psychol, NL-6200 MD Maastricht, Netherlands
[3] Univ Maastricht, Dept Gen Practice, NL-6200 MD Maastricht, Netherlands
关键词
clinical protocols; standards; physicians; family; problem solving; students;
D O I
10.1046/j.1365-2923.2001.00771.x
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Purpose To assess whether case-based questions elicit different thinking processes from factual knowledge-based questions. Method 20 general practitioners (GPs) and 20 students solved case-based questions and matched factual knowledge-based questions while thinking aloud. Verbatim protocols were analysed. Five indicators were defined: extent of protocols; immediate responses; re-reading of information given in the stem or case after the question had been read; order of re-reading information, and type of consideration, i.e. 'true-false' type or 'vector', that is, a deliberation which has a magnitude and a direction. Results Cases elicited longer protocols than factual knowledge questions. Students re-read more given information than GPs. GPs gave an immediate response on twice as many occasions as students. GPs re-ordered the case information, whereas students re-read the information in the order it was presented. This ordering difference was not found in the factual knowledge questions. Factual knowledge questions mainly led to 'true-false' considerations, whereas cases elicited mainly 'vector' considerations. Conclusion Short case-based questions lead to thinking processes which represent problem-solving ability better than those elicited by factual knowledge questions.
引用
收藏
页码:348 / 356
页数:9
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