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Article: Visualization tool-supported problem-based learning in clinical diagnostic expertise development
Title | Visualization tool-supported problem-based learning in clinical diagnostic expertise development 图示PBL系统在临床诊断知识技能培训中的效果研究 |
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Authors | |
Keywords | Visualization tool Problem-based learning Clinical diagnosis Expertise development |
Issue Date | 2014 |
Publisher | 中华医学会. The Journal's web site is located at http://med.wanfangdata.com.cn.eproxy2.lib.hku.hk/Periodical/yxjyts |
Citation | Chinese Journal of Medical Education Research, 2014, v. 13 n. 2, p. 183-187 How to Cite? 中华医学教育探索杂志, 2014, v. 13 n. 2, p. 183-187 How to Cite? |
Abstract | Objective In problem-based learning, students are often found difficult to con- struct medical knowledge systematically and transfer knowledge to solve new problems. In face of this challenge, this study aims to investigate the effect of visualization tool-supported online problem-based learning on medical students' clinical diagnostic expertise development. Methods A controlled study was conducted and 52 medical students were randomly assigned into experimental group (using visual- ization tool-supported online PBL environment for learning) and control group (using online PBL envi- ronment for learning without visualization tool support). Participants were asked to complete the diag- nostic analysis of three kidney problems according to the requirements of the learning environments and to provide feedback of online learning experience afterwards. Paired-sample t test and one-way analysis of vonriance were used to analyze both group's case 1 and case 3 on line learing scores. Results The results revealed that the experimental group had significant improvement in online learning performance [case 1:(1.47 ± 0.54), case 3:(2.14 ±0.55), P=0.015], while the control group had no significant improvement [case 1:(1.57 ± 0.67), case 3:(1.66 ± 0.49), P=0.234]. Early performance of online learning and group factor had interative effects (F=7.266, P =0.013). Conclusions The findings suggest that visualization tool-supported online PBL environment can facilitate medical student clinical diagnostic expertise development effectively. |
Persistent Identifier | http://hdl.handle.net/10722/200988 |
ISSN |
DC Field | Value | Language |
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dc.contributor.author | Liu, J | en_US |
dc.contributor.author | Wu, B | en_US |
dc.contributor.author | Wang, M | en_US |
dc.contributor.author | Jin, W | en_US |
dc.contributor.author | Wang, C | en_US |
dc.date.accessioned | 2014-08-21T07:08:48Z | - |
dc.date.available | 2014-08-21T07:08:48Z | - |
dc.date.issued | 2014 | en_US |
dc.identifier.citation | Chinese Journal of Medical Education Research, 2014, v. 13 n. 2, p. 183-187 | en_US |
dc.identifier.citation | 中华医学教育探索杂志, 2014, v. 13 n. 2, p. 183-187 | en_US |
dc.identifier.issn | 2095-1485 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/200988 | - |
dc.description.abstract | Objective In problem-based learning, students are often found difficult to con- struct medical knowledge systematically and transfer knowledge to solve new problems. In face of this challenge, this study aims to investigate the effect of visualization tool-supported online problem-based learning on medical students' clinical diagnostic expertise development. Methods A controlled study was conducted and 52 medical students were randomly assigned into experimental group (using visual- ization tool-supported online PBL environment for learning) and control group (using online PBL envi- ronment for learning without visualization tool support). Participants were asked to complete the diag- nostic analysis of three kidney problems according to the requirements of the learning environments and to provide feedback of online learning experience afterwards. Paired-sample t test and one-way analysis of vonriance were used to analyze both group's case 1 and case 3 on line learing scores. Results The results revealed that the experimental group had significant improvement in online learning performance [case 1:(1.47 ± 0.54), case 3:(2.14 ±0.55), P=0.015], while the control group had no significant improvement [case 1:(1.57 ± 0.67), case 3:(1.66 ± 0.49), P=0.234]. Early performance of online learning and group factor had interative effects (F=7.266, P =0.013). Conclusions The findings suggest that visualization tool-supported online PBL environment can facilitate medical student clinical diagnostic expertise development effectively. | en_US |
dc.language | chi | en_US |
dc.publisher | 中华医学会. The Journal's web site is located at http://med.wanfangdata.com.cn.eproxy2.lib.hku.hk/Periodical/yxjyts | en_US |
dc.relation.ispartof | Chinese Journal of Medical Education Research | en_US |
dc.relation.ispartof | 中华医学教育探索杂志 | en_US |
dc.subject | Visualization tool | en_US |
dc.subject | Problem-based learning | en_US |
dc.subject | Clinical diagnosis | en_US |
dc.subject | Expertise development | en_US |
dc.title | Visualization tool-supported problem-based learning in clinical diagnostic expertise development | en_US |
dc.title | 图示PBL系统在临床诊断知识技能培训中的效果研究 | en_US |
dc.type | Article | en_US |
dc.identifier.email | Wang, M: magwang@hku.hk | en_US |
dc.identifier.authority | Wang, M=rp00967 | en_US |
dc.identifier.doi | 10.3760/cma.j.issn.2095-1485.2014.02.021 | en_US |
dc.identifier.hkuros | 232405 | en_US |
dc.identifier.volume | 13 | en_US |
dc.identifier.issue | 2 | en_US |
dc.identifier.spage | 183 | en_US |
dc.identifier.epage | 187 | en_US |
dc.publisher.place | China | en_US |
dc.identifier.issnl | 2095-1485 | - |