Mastery versus invention learning: impacts on future learning of simulated procedural skills

Brydges, Ryan; Fiume, Andrea; Grierson, Lawrence

doi:10.1007/s10459-022-10094-x

Cited by 6 publications

(2 citation statements)

References 42 publications

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“…This study design has been widely used in clinical trials, for example, to demonstrate the clinical effectiveness of a new cost-effective treatment by showing that patients receiving the new treatment have equivalent outcomes to patients receiving the standard treatment [ 17 ]. The concept of equivalence has recently been applied in the context of medical education [ 18 ]. The financial, material, and human resources for the education of medical trainees are increasing in this area as teaching strategies have become more diverse than before; therefore, faculties are looking for new cost-effective strategies that provide the same results as the standard ones [ 19 ].…”

Section: Methodsmentioning

confidence: 99%

Effect of problem-based learning tutor seniority on medical students’ emotions: an equivalence study

et al. 2023

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Background The effectiveness of peer learning has been recognized and discussed by many scholars, and implemented in the formal curriculums of medical schools internationally. However, there is a general dearth of studies in measuring the objective outcomes in learning. Methods We investigated the objective effect of near-peer learning on tutee’s emotions and its equivalence within the formal curriculum of a clinical reasoning Problem Based Learning session in a Japanese medical school. Fourth-year medical students were assigned to the group tutored by 6th-year students or by faculties. The positive activating emotion, positive deactivating emotion, negative activating emotion, negative deactivating emotion, Neutral emotion were measured using the Japanese version of the Medical Emotion Scale (J-MES), and self-efficacy scores were also assessed. We calculated the mean differences of these variables between the faculty and the peer tutor groups and were statistically analyzed the equivalence of these scores. The equivalence margin was defined as a score of 0.4 for J-MES and 10.0 for the self-efficacy score, respectively. Results Of the 143 eligible participant students, 90 were allocated to the peer tutor group and 53 were allocated to the faculty group. There was no significant difference between the groups. The 95% confidence interval of the mean score difference for positive activating emotions (–0.22 to 0.15), positive deactivating emotions (–0.35 to 0.18), negative activating emotions (–0.20 to 0.22), negative deactivating emotions (–0.20 to 0.23), and self-efficacy (–6.83 to 5.04) were withing the predetermined equivalence margins for emotion scores, meaning that equivalence was confirmed for these variables. Conclusions Emotional outcomes were equivalent between near-peer PBL sessions and faculty-led sessions. This comparative measurement of the emotional outcomes in near-peer learning contributes to understanding PBL in the field of medical education.

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Section: Methodsmentioning

confidence: 99%

Effect of problem-based learning tutor seniority on medical students’ emotions: an equivalence study

et al. 2023

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“…Having students attempt to develop formulas or procedures, followed by instruction on the correct formulas or procedures, can yield better learning than receiving such instruction outright. Evidence for the benefits of invention or inventing activities comes from studies in the domains of statistics and physics (e.g., Chin et al, 2016;Schwartz et al, 2011;Schwartz & Martin, 2004; see also Brydges et al, 2022). In alignment with some of the aforementioned theories of pre-instruction testing effects, the benefits of engaging in invention activities have been attributed to positive influences of those activities on subsequent learning behaviors (Schwartz et al, 2011).…”

Section: Invention Activities and Productive Failurementioning

confidence: 99%

Pan & Carpenter (2023) Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications

Pan¹,

Carpenter²

2023

Preprint

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Testing students on information that they do not know might seem like a fruitless endeavor. After all, why give anyone a test that they are guaranteed to fail because they have not yet learned the material? Remarkably, a growing body of research indicates that such testing—formally known as prequestioning or pretesting—can benefit learning if there is an opportunity to study the correct answers afterwards. This prequestioning effect or pretesting effect has been successfully demonstrated with a variety of learning materials, in various settings, despite many erroneous responses being generated on initial tests, and in conjunction with text materials, videos, lectures, and/or correct answer feedback. In this review, we summarize the emerging evidence for prequestioning and pretesting effects on memory and transfer of learning. Uses of pre-instruction testing in the classroom, theoretical explanations, metacognitive factors, and other considerations are addressed. The evidence to date indicates that prequestioning and pretesting can often enhance learning, but the extent of that enhancement may vary due to differences in procedure or how learning is assessed. The underlying cognitive mechanisms, which can be represented by a three-stage framework, appear to involve test-induced changes in subsequent learning behaviors and possibly other processes. Further research is needed to clarify moderating factors, theoretical issues, and best practices for educational applications.

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Re-examining the integration of routine and adaptive expertise: there is no such thing as routine from a motor control perspective

Jensen

Brydges

Grierson

2022

Adv in Health Sci Educ

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Mastery versus invention learning: impacts on future learning of simulated procedural skills

Cited by 6 publications

References 42 publications

Effect of problem-based learning tutor seniority on medical students’ emotions: an equivalence study

Effect of problem-based learning tutor seniority on medical students’ emotions: an equivalence study

Pan & Carpenter (2023) Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications

Re-examining the integration of routine and adaptive expertise: there is no such thing as routine from a motor control perspective

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Mastery versus invention learning: impacts on future learning of simulated procedural skills

Cited by 6 publications

References 42 publications

Effect of problem-based learning tutor seniority on medical students’ emotions: an equivalence study

Effect of problem-based learning tutor seniority on medical students’ emotions: an equivalence study

Pan &amp; Carpenter (2023) Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications

Re-examining the integration of routine and adaptive expertise: there is no such thing as routine from a motor control perspective

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Product

Resources

About

Pan & Carpenter (2023) Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications