文章基本信息

标题：Do research findings on schema-based instruction translate to the classroom?
本地全文：下载
作者：Sarah Blissett ; Mark Goldszmidt ; Matt Sibbald 等
期刊名称：Perspectives on Medical Education
印刷版ISSN：2212-2761
电子版ISSN：2212-277X
出版年度：2015
卷号：4
期号：6
页码：334-338
DOI：10.1007/s40037-015-0225-5
出版社：Springer Verlag
摘要：Introduction Schema-based instruction has been shown to improve diagnostic performance and reduce cognitive load. However, to date, this has only been studied in controlled research settings. More distractions in classrooms may limit generalizability to real-world settings. We evaluated whether schema-based instruction would maintain its effects on cognitive load optimization and performance in a classroom. Methods Focused on the approach of interpreting cardiac auscultation findings, 101 first-year medical students at Western University were randomized to receive a traditional ( n = 48) or a schema-based lecture ( n = 53). Students completed four written questions to test diagnostic performance and a cognitive load assessment at the end of the lecture. Diagnostic performance and cognitive load were compared with independent t-tests. Results Schema-based instruction was associated with increased diagnostic performance on written questions (64 ± 22 % vs 44 ± 25 % p < 0.001) and reduced intrinsic cognitive load (mean difference = 15 %, standard error 3 %, p < 0.001). There was no significant difference in reported extraneous ( p = 0.36) or germane ( p = 0.42) cognitive load. Conclusions Our results demonstrate that schema-based instruction can be used to reduce intrinsic load and improve diagnostic performance in a real-world classroom setting. The results would be strengthened by replication across other locations and topics.
关键词：Cognitive load theory ;Schemas ;Translational research