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首页> 外文期刊>BMC Medical Education >Fostering clinical reasoning in physiotherapy: comparing the effects of concept map study and concept map completion after example study in novice and advanced learners
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Fostering clinical reasoning in physiotherapy: comparing the effects of concept map study and concept map completion after example study in novice and advanced learners

机译：在物理治疗中促进临床推理：在新手和高级学习者中进行示例研究后，比较概念图研究和概念图完成的效果

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Health profession learners can foster clinical reasoning by studying worked examples presenting fully worked out solutions to a clinical problem. It is possible to improve the learning effect of these worked examples by combining them with other learning activities based on concept maps. This study investigated which combinaison of activities, worked examples study with concept map completion or worked examples study with concept map study, fosters more meaningful learning of intervention knowledge in physiotherapy students. Moreover, this study compared the learning effects of these learning activity combinations between novice and advanced learners. Sixty-one second-year physiotherapy students participated in the study which included a pre-test phase, a 130-min guided-learning phase and a four-week self-study phase. During the guided and self-study learning sessions, participants had to study three written worked examples presenting the clinical reasoning for selecting electrotherapeutic currents to treat patients with motor deficits. After each example, participants engaged in either concept map completion or concept map study depending on which learning condition they were randomly allocated to. Students participated in an immediate post-test at the end of the guided-learning phase and a delayed post-test at the end of the self-study phase. Post-tests assessed the understanding of principles governing the domain of knowledge to be learned (conceptual knowledge) and the ability to solve new problems that have similar (i.e., near transfer) or different (i.e., far transfer) solution rationales as problems previously studied in the examples. Learners engaged in concept map completion outperformed those engaged in concept map study on near transfer (p?=?.010) and far transfer (p?
机译：卫生专业学习者可以通过研究提供完整解决方案来解决临床问题的实例来促进临床推理。通过将它们与基于概念图的其他学习活动结合起来，可以提高这些工作示例的学习效果。这项研究调查了哪些活动的组合，带有概念图完成的工作实例研究或带有概念图研究的工作实例研究，在物理治疗学生中培养了更有意义的干预知识学习。此外，本研究比较了新手和进阶学习者之间这些学习活动组合的学习效果。六十一名第二年物理治疗学生参加了该研究，其中包括预测试阶段，130分钟的指导学习阶段和四周的自学阶段。在指导性和自学式学习过程中，参与者必须学习三个书面的工作实例，这些实例展示了选择电治疗电流来治疗运动障碍患者的临床理由。在每个示例之后，参与者将根据自己随机分配到的学习条件来进行概念图完成或概念图研究。在引导学习阶段结束时，学生参加了立即的后测，而在自学阶段结束时，学生参加了延迟的后测。后期测试评估了对要学习的知识（概念知识）领域的原理的理解以及解决与先前研究的问题具有相似（即，近距离转移）或不同（即，远距离转移）解决方案原理的新问题的能力在示例中。从事概念图完成的学习者在近距离转移（p？= ?. 010）和远距离转移（p？

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