Article (Scientific journals)
Reasoning versus knowledge retention and ascertainment throughout a problem-based learning curriculum
Collard, Anne; Gelaes, Sabine; Vanbelle, Sophie et al.
2009In Medical Education, 43, p. 854-865
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Keywords :
Biomedical Reasoning; Knowledge; Problem-Based Learning; Higher Education; ascertainment degree
Abstract :
[en] 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.
Disciplines :
Education & instruction
Author, co-author :
Collard, Anne ;  Université de Liège - ULiège > IFRES
Gelaes, Sabine ;  Université de Liège - ULiège > IFRES
Vanbelle, Sophie ;  Université de Liège - ULiège > Département de mathématique > Département de mathématique
Brédart, Serge ;  Université de Liège - ULiège > Département des sciences cognitives > Psychologie cognitive - Doyen de la Faculté de Psychologie et des sc. de l'éducation
Defraigne, Jean-Olivier ;  Université de Liège - ULiège > Département des sciences cliniques > Chirurgie cardio-vasculaire et thoracique
Boniver, Jacques ;  Université de Liège - ULiège > Département des sciences biomédicales et précliniques > Anatomie et cytologie pathologiques
Bourguignon, Jean-Pierre ;  Université de Liège - ULiège > Département des sciences cliniques > Pédiatrie - IFRES
Language :
English
Title :
Reasoning versus knowledge retention and ascertainment throughout a problem-based learning curriculum
Publication date :
September 2009
Journal title :
Medical Education
ISSN :
0308-0110
eISSN :
1365-2923
Publisher :
Blackwell Publishing
Volume :
43
Pages :
854-865
Peer reviewed :
Peer Reviewed verified by ORBi
Funders :
FRFC - Fonds de la Recherche Fondamentale Collective [BE]
Available on ORBi :
since 30 January 2012

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