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Example-based learning: effects of model expertise in relation to student expertise
Paul Boekhout1, Tamara van Gog, Margje W J van de Wiel
1Centre for Learning Sciences and Technologies, Open University of The Netherlands, Heerlen, The Netherlands.
The British Journal of Educational Psychology
|May 5, 2010
Summary
For physiotherapy students, worked examples based on actual patient performance, rather than ideal solutions, are more effective when created by expert models, especially for advanced learners. This improves learning outcomes and reduces mental effort.
Area of Science:
- Educational Psychology
- Health Professions Education
Background:
- Worked examples are highly effective for novice learners, typically featuring ideal, didactic solutions.
- This study explores non-didactic worked examples based on actual performance in physiotherapy patient history taking.
Purpose of the Study:
- To investigate the impact of model expertise (expert vs. advanced student) within non-didactic worked examples on physiotherapy students' learning.
- To examine how student expertise (first-year vs. second-year) interacts with model expertise.
Main Methods:
- A 2x2 factorial design was employed with 134 physiotherapy students (first- and second-year).
- Factors included student expertise and model expertise (expert vs. advanced student).
- Students studied condition-specific examples and completed retention and transfer tasks, rating mental effort.
Main Results:
- Second-year students showed lower mental effort and better retention test performance than first-year students.
- No interaction was found between student and model expertise.
- Students studying expert examples outperformed those studying advanced student examples on the transfer test.
Conclusions:
- When using worked examples based on actual performance, expert models are superior to advanced student models.
- This finding is particularly relevant for improving physiotherapy education and clinical skill acquisition.
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