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Refuting misconceptions in medical physiology

机译：反驳医学生理学的误解

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In medical physiology, educators and students face a serious challenge termed misconceptions. Misconceptions are incorrect ideas that do not match current scientific views. Accordingly, they have shown to hamper teaching and learning of physiological concepts. Conceptual Change Theory forms the basis of new teaching and learning practices that may alleviate misconceptions and facilitate critical thinking skills that are essential in becoming knowledgeable, self-regulated health professionals. In this study, we examined if such an intervention named refutation texts, could enhance medical students’ cognition and metacognition. First-year medical students (N?=?161) performed a pre-test and post-test on cardiovascular physiology concepts, including a self-perceived confidence rating. In between, students read either a standard text with an explanation of the correct answer, or a refutation text which additionally refuted related misconceptions. In both groups, average performance scores (refutation: ?22.5%, standard: ?22.8%) and overall confidence ratings (refutation: Δ0.42 out of 5, standard: Δ0.35 out of 5) increased significantly (all p??.001), but a significant effect of the specific refutation element was not found. Initially incorrect answers were corrected less frequently in cases of high confidence (35.8%) than low confidence (61.4%). Our results showed that refutation texts significantly increased students’ knowledge, however, the refutation element did not have a significant additional effect. Furthermore, high confidence in incorrect answers negatively affected the likelihood of correction. These findings provide implications for teaching practices on concept learning, by showing that educators should take into account the key role of metacognition, and the nature of misconceptions.
机译：在医学生理学中，教育工作者和学生面临严重的挑战被称为误解。误解是不正确的想法，不符合当前的科学观点。因此，他们已经显示出妨碍了生理概念的教学和学习。概念变革理论构成了新教学和学习实践的基础，这可能减轻误解并促进了在知识渊博，自我监管的卫生专业人员方面至关重要的批判性思维技能。在这项研究中，我们审查了如果这样的干预名为驳斥文本，可以提高医学生的认知和元认知。一年的医学生（N？=？161）在心血管生理概念上进行了预测试和后检验，包括自我感知的置信度等级。介于两者之间，学生阅读标准文本，具有正确答案的解释，或另外驳斥相关误解的驳回文本。在两组中，平均性能分数（驳回：22.5％，标准：？22.8％）和整体置信度评级（驳斥：Δ0.42，其中5分，标准：Δ0.35）显着增加（所有P？< ？.001），但没有发现特定的驳斥元素的显着效果。最初不正确的答案在高信心（35.8％）的情况下比低信心（61.4％）更频繁地纠正。我们的结果表明，驳斥文本显着提高了学生的知识，然而，驳斥元素没有显着的额外效果。此外，对错误答案的高度信心产生了负面影响纠正的可能性。这些发现提供了对概念学习的教学实践的影响，通过表明教育工作者应考虑到元记高的关键作用以及误解的性质。

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