Example-based learning: comparing the effects of additionally providing three different integrative learning...

Area of Science:

• Medical Education
• Cognitive Psychology
• Instructional Design

Background:

• Example-based learning, particularly with worked and completion examples, is effective for developing clinical reasoning.
• Self-explanation prompts and concept mapping are known to enhance meaningful learning.
• This study investigates the impact of different learning strategies on novice learners' knowledge and skills.

Purpose of the Study:

• To compare the effects of self-explanation, concept map completion, and concept map study on conceptual knowledge and problem-solving skills.
• To evaluate these strategies within an example-based learning framework for physiotherapy students.
• To determine the optimal approach for fostering clinical intervention selection skills.

Main Methods:

• 91 physiotherapy students were randomized into three groups.
• Participants studied worked and completion examples of physiotherapy intervention selection.
• Intervention groups engaged in self-explanation, concept map completion, or concept map study.

Main Results:

• No significant pre-test differences were observed between groups.
• Concept map study yielded higher post-test conceptual knowledge compared to concept map completion and self-explanation.
• Self-explanation resulted in superior post-test problem-solving performance and lower perceived mental effort.

Conclusions:

• Studying model concept maps enhances conceptual knowledge acquisition.
• Self-explanation strategies are more effective for improving problem-solving transfer performance.
• Integrating self-explanation and concept map study with example-based learning can effectively enhance clinical intervention selection skills.