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Case studies in pathophysiology: The development and evaluation of an interactive online learning environment to develop higher order thinking and argumentation.

机译：病理生理学案例研究：开发和评估交互式在线学习环境，以发展更高层次的思维和论证。

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摘要

This study presents a framework for examining the effects of higher order thinking on the achievement of allied health students enrolled in a pathophysiology course. A series of clinical case studies was developed and published in an enriched online environment that guided students through the process of developing a solution and supporting it through data analysis and interpretation. The series of case study modules scaffolded argumentation through question prompts. The modules began with a simple, direct problem and they became progressively more complex throughout the quarter. A control group was assigned a pencil-and-paper case study based upon recall. The case studies were scored for content accuracy and evidence of higher order thinking skills. Higher order thinking was measured using a rubric based upon the Toulmin argumentation pattern. The results indicated implementing a case study of either online or traditional format was associated with significant gains in achievement. The Web-enhanced case studies were associated with modest gains in knowledge acquisition. The argumentation scores across the series followed two trends: directed case studies were associated with higher levels of argumentation than ill-structured case studies, and there appeared to be an inverse relationship between the students' argumentation and content scores. The protocols developed for this study can serve as a template for a larger, extended investigation into student learning in the online environment.
机译：这项研究提供了一个框架，用于检查高级思维对参加病理生理学课程的专职健康学生的成就的影响。在丰富的在线环境中开发并发布了一系列临床案例研究，指导学生完成解决方案的开发过程，并通过数据分析和解释为解决方案提供支持。一系列案例研究模块通过问题提示来支持论证。这些模块从一个简单直接的问题开始，并且在整个季度中变得越来越复杂。根据召回情况，为对照组分配了纸笔案例研究。案例研究的内容准确性和高级思维能力的证据评分。使用基于Toulmin论证模式的专栏来衡量高阶思维。结果表明，实施在线或传统格式的案例研究与成就显着相关。 Web增强的案例研究与知识获取的适度增长相关。整个系列的论证得分遵循两个趋势：定向案例研究与非结构化案例研究相比具有更高的论证水平，并且学生的论证与内容得分之间似乎存在反比关系。为该研究开发的协议可以作为模板，用于对在线环境中的学生学习进行更大范围的扩展调查。

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