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How learners learn: A new microanalytic assessment method to map decision-making
Phillippa Smith1, Gerry Corrigan1
1a ANU Medical School, Australian National University , Canberra , Australia.
Medical Teacher
|January 23, 2018
Summary
This study shows microanalysis is effective for understanding student learning decisions in problem-based learning (PBL). The approach revealed how medical students
Area of Science:
- Medical education research
- Cognitive psychology
- Learning sciences
Background:
- Microanalytic techniques offer potential for understanding learning processes.
- Problem-based learning (PBL) tutorials provide a suitable context for testing microanalytic approaches.
- Investigating student decision-making in PBL is crucial for enhancing learning.
Purpose of the Study:
- To evaluate the suitability of a novel microanalytic approach for studying student learning decisions in PBL.
- To explore the insights gained from microanalysis of decision-making in a PBL context.
Main Methods:
- Utilized stimulated recall interviews (SRI) with 17 graduate-entry medical students.
- Collected data on conscious decisions made during a PBL case.
- Constructed process maps and categorized decisions to analyze learning and decision-making patterns.
Main Results:
- Successfully employed SRI to capture students' conscious decision-making processes during PBL.
- Generated 191 process maps and analyzed 802 categorized decisions.
- Observed a trend of increasing self-centered decisions while maintaining group awareness.
Conclusions:
- The implemented microanalytic approach is a viable tool for understanding learning in PBL.
- This methodology can be applied to diverse learning environments for in-depth analysis.
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