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See detailLongitudinal assessment of progress in reasoning capacity and relation with self-estimation of knowledge base
Collard, Anne ULg; Mélot, France ULg; Bourguignon, Jean-Pierre ULg

in Assessment & Evaluation in Higher Education (2014)

The aim of the study was to investigate progress in reasoning capacity and knowledge base appraisal in a longitudinal analysis of data from summative evaluation throughout a medical problem-based learning ... [more ▼]

The aim of the study was to investigate progress in reasoning capacity and knowledge base appraisal in a longitudinal analysis of data from summative evaluation throughout a medical problem-based learning curriculum. The scores in multidisciplinary discussion of a clinical case and multiple choice questionnaires (MCQs) were studied longitudinally for 213 students from years 2 to 5. The capacity of core knowledge delimitation was calculated as the difference between the levels of average ascertainment degrees given for correct and incorrect answers at MCQ. For both multidisciplinary discussion of a clinical case evaluation and self-estimation of core knowledge, the capacity increases throughout the curriculum. The reasoning capacity assessed through multidisciplinary discussion of a clinical case is positively correlated with MCQ scores and the capacity to discriminate the mastered core knowledge. In conclusion, this study indicates that self-estimation of core knowledge is associated with an increase in reasoning performance through a well-organised knowledge base. Since that ability is related to success or failure, it is suggested that student awareness about delimitation of mastered core knowledge is considered as part of learning. [less ▲]

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See detailReasoning versus knowledge retention and ascertainment throughout a problem-based learning curriculum
Collard, Anne ULg; Gelaes, Sabine ULg; Vanbelle, Sophie ULg et al

in Medical Education (2009), 43

CONTEXT: Since 2000, problem-based learning (PBL) seminars have been introduced into the curriculum of medical studies at the University of Liège. We aimed to carry out a cross-sectional investigation of ... [more ▼]

CONTEXT: Since 2000, problem-based learning (PBL) seminars have been introduced into the curriculum of medical studies at the University of Liège. We aimed to carry out a cross-sectional investigation of the maturational increase in biomedical reasoning capacity in comparison with factual knowledge retention throughout the curriculum. METHODS: We administered a factual knowledge test (i.e. a true ⁄ false test with ascertainment degree) and a biomedical reasoning test (i.e. an adapted script concordance test [SCT]) to 104 students (Years 3–6) and a reference panel. The selected topic was endocrinology. RESULTS: On the SCT, the students obtained higher scores in Years 5 and 6 than in Years 3 and 4. In Year 3, the scores obtained on SCT questions in a new context indicated transfer of reasoning skills. On the true ⁄ false test, the scores of Year 3 students were significantly higher than those of students in the other three year groups. A positive correlation between SCT scores and true ⁄ false test scores was observed only for students in Years 3 and 4. In each group, the ascertainment degree scores were higher for correct than for incorrect responses and the difference was calculated as an index of self-estimation of core knowledge. This index was found to be positively correlated to SCT scores in the four year groups studied. CONCLUSIONS: Biomedical reasoning skills are evidenced early in a curriculum involving PBL and further increase during training. This is accompanied by a decrease in factual knowledge retention. The self-estimation of core knowledge appears to be related to reasoning capacity, which suggests there is a link between the two processes. [less ▲]

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