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Using "concept sorting" to study learning processes and outcomes.

Kevin McLaughlin1, Henry Mandin

  • 1Department of Medicine, University of Calgary Faculty of Medicine, Calgary, Alberta, Canada. kevin.mclaughlin@calgaryhealthregion.ca

Academic Medicine : Journal of the Association of American Medical Colleges
|August 15, 2002
PubMed
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Concept sorting effectively assesses medical students' knowledge organization. Students using this method demonstrated better understanding of metabolic alkalosis, indicating improved learning outcomes.

Area of Science:

  • Medical Education
  • Cognitive Science
  • Knowledge Organization

Background:

  • Assessing medical students' knowledge organization is crucial for understanding learning processes.
  • Traditional methods may not fully capture the depth of students' understanding.
  • Concept sorting offers a novel approach to evaluate how students structure information.

Purpose of the Study:

  • To evaluate concept sorting as a tool for assessing knowledge organization in first-year medical students.
  • To investigate the correlation between students' knowledge organization and their examination performance.

Main Methods:

  • A concept-sorting task in metabolic alkalosis was administered to first-year medical students.
  • Sophistication of concept sorting was graded based on the number of physiology-based groups formed.

Related Experiment Videos

  • Examination scores were correlated with concept-sorting scores to assess performance relationships.

    • Main Results:

    • Students who utilized a scheme (deep learners) exhibited higher concept-sorting scores compared to those who did not (surface learners).
    • Higher concept-sorting scores correlated with improved performance on metabolic alkalosis exam questions.
    • No significant difference was observed in overall examination performance between deep and surface learners.

    Conclusions:

    • Concept sorting appears to be a valuable tool for evaluating the learning process in medical education.
    • The use of schemes and effective knowledge organization positively impacts specific examination performance.