Improving the learning of clinical reasoning through computer-based cognitive representation.

Area of Science:

• Medical Education
• Cognitive Science
• Health Professions Education

Background:

• Traditional problem-solving approaches in medical education often lead to inert and fragmented knowledge.
• The dynamic and contextual nature of clinical problems presents challenges for effective learning.
• A need exists for methods that externalize and facilitate complex clinical reasoning processes.

Purpose of the Study:

• To propose and evaluate a computer-based cognitive representation approach for learning clinical reasoning.
• To operationalize this approach using argument mapping and concept mapping tools.
• To assess the impact on students' problem-solving skills and knowledge construction.

Main Methods:

• Twenty-nine medical students utilized an e-learning system with a cognitive representation tool over 4 weeks.
• Students engaged with learning cases, capturing data, forming hypotheses, diagnosing, and updating knowledge.
• The tool facilitated articulation and representation of key learning elements and interactions.

Main Results:

• Significant improvement observed in students' learning products throughout the study.
• Students reported moderate progress in problem-solving and knowledge construction.
• The cognitive representation approach provided effective formative assessment.

Conclusions:

• The computer-based cognitive representation approach effectively enhances clinical reasoning learning.
• The method supports both problem-solving skills and knowledge construction in medical students.
• This approach offers a valuable tool for medical education and formative assessment.