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Related Experiment Videos

The curriculum: overloaded and too general?

G Bordage

    Medical Education
    |May 1, 1987
    PubMed
    Summary
    This summary is machine-generated.

    Medical students learn categories better using representative examples (prototypes) rather than all instances. Learning concepts at an intermediate level, like angina pectoris, improves recall of medical information.

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    Area of Science:

    • Cognitive Psychology
    • Medical Education

    Background:

    • The prototype view suggests categories are learned via representative exemplars.
    • This has implications for how medical students store and recall information.

    Purpose of the Study:

    • To test if learning medical disorder categories through prototypes enhances memory.
    • To determine if intermediate-level concepts are learned more effectively than broader categories.

    Main Methods:

    • Analysis of recall frequencies from third-year medical students (n=42).
    • Correlating recall with the number of disorders and the proportion of intermediate-level concepts presented in courses.

    Main Results:

    • Recall frequencies were inversely related to the number of disorders presented (r = -0.58, P = 0.06).

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  • Recall was highest in courses with a greater proportion of intermediate-level materials (r = 0.73, P = 0.02).

    • Conclusions:

    • Initial exposure to representative exemplars (prototypes) may improve category learning.
    • Curriculum design should consider emphasizing intermediate-level concepts for better medical student recall.