The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework

Ju, Hyunjung; Choi, Ikseon

doi:10.7771/1541-5015.1638

Cited by 36 publications

(40 citation statements)

References 66 publications

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“…This might have made it difficult for the students to analyze, evaluate, and manage a patient’s problem mechanistically. It would be necessary for the tutors to prompt students in using and retrieving the basic science knowledge involved in the patient’s case according to HDR processes during PBL by employing appropriate tutoring strategies, such as questioning [ 14 , 16 ] (see the suggestion section for more detail).…”

Section: Discussionmentioning

confidence: 99%

“…One strategy for enhancing medical students’ argumentation can be helping them comprehend the structure of argumentation for HDR processes [ 14 ]. Cerbin [ 18 ] argued that students’ naïve conceptions of argument structures can cause weak argument construction.…”

Section: Discussionmentioning

confidence: 99%

“…In this study, the authors developed an analytical framework for analyzing students’ argumentation according to each phase of HDR [ 14 ]. As shown in Table 1 , this framework integrates the structure of argumentation, including the three key elements of an argument (a claim, data, and a warrant) based on Toulmin [ 11 ]’s model, into the six phases of HDR adapted from Barrows [ 3 ]’ clinical reasoning model—problem framing, hypothesis generation, inquiry strategy, data analysis/synthesis, diagnostic decision, and therapeutic decision [ 14 ].…”

Section: Methodsmentioning

confidence: 99%

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Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students’ argumentation according to a framework of hypothetico-deductive reasoning

Ju¹,

Choi²,

Yoon³

2017

Korean J Med Educ

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PurposeHypothetico-deductive reasoning (HDR) is an essential learning activity and a learning outcome in problem-based learning (PBL). It is important for medical students to engage in the HDR process through argumentation during their small group discussions in PBL. This study aimed to analyze the quality of preclinical medical students’ argumentation according to each phase of HDR in PBL.MethodsParticipants were 15 first-year preclinical students divided into two small groups. A set of three 2-hour discussion sessions from each of the two groups during a 1-week-long PBL unit on the cardiovascular system was audio-recorded. The arguments constructed by the students were analyzed using a coding scheme, which included four types of argumentation (Type 0: incomplete, Type 1: claim only, Type 2: claim with data, and Type 3: claim with data and warrant). The mean frequency of each type of argumentation according to each HDR phase across the two small groups was calculated.ResultsDuring small group discussions, Type 1 arguments were generated most often (frequency=120.5, 43%), whereas the least common were Type 3 arguments (frequency=24.5, 8.7%) among the four types of arguments.ConclusionThe results of this study revealed that the students predominantly made claims without proper justifications; they often omitted data for supporting their claims or did not provide warrants to connect the claims and data. The findings suggest instructional interventions to enhance the quality of medical students’ arguments in PBL, including promoting students’ comprehension of the structure of argumentation for HDR processes and questioning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students’ argumentation according to a framework of hypothetico-deductive reasoning

Ju¹,

Choi²,

Yoon³

2017

Korean J Med Educ

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“…Theorists argue that as learners are exposed to the types of problems that practitioners face, they will be more likely to learn the concepts (Jonassen, 1997), and they will be better prepared for their future careers (Hartling, Spooner, Tjosvold, & Oswald, 2010). When compared with the didactic approach that emphasizes rote memorization, the ill-structured nature of the problem also allows learners to engage in higher-order learning skills, such as information-seeking, questioning (Graesser et al, 2018), hypothesis generation, argumentation (Ju & Choi, 2017), and decisionmaking (Wilder, 2015). They garner additional skills in terms of flexible knowledge, collaborative problem-solving (Hmelo-Silver & DeSimone, 2013), and an increased motivation (Schmidt, Rotgans, & Yew, 2011).…”

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confidence: 99%

The Role of Using Formative Assessments in Problem-based Learning: A Health Sciences Education Perspective

Kelley¹,

Fowlin²,

Tawfik³

et al. 2019

Interdisciplinary Journal of Problem-Based Learning

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“…PBL에서 학생들은 과학적인 논증활동을 통해 환자의 임상문제의 원인에 대해 과학적이고 인과적인 설명을 할 수 있고 합리적인 탐구전략을 세워 문제해결을 위한 탐구를 수행 할 수 있다 [15,18]. 학생의 논증활동을 촉진하고 강화시키는 것은 가설연역추론능력 함양과 연결될 수 있다 [19,20] [8,20,23], 명확한 학습과제 설정의 어려움 [8,11,24], 교과 서 위주의 학습자료 이용 [9,10,24,25], 부족한 의사소통기술 [10], 협력학습에 대한 불만족 [8,11,25] …”

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Effect of Argumentation Instruction on Medical Student Experiences with Problem‐Based Learning

Ju¹

2017

Korean Med Educ Rev

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When participating in problem-based learning (PBL), it is important for medical students to generate claims and provide justifications for their claims in small group discussions. This study aimed to investigate the effect of argumentation instruction on medical student learning experiences with PBL. A total of one hundred first-year preclinical students from Inje University College of Medicine, who had attended argumentation instruction, participated in this study. All of the participants completed a 5-point Likert scale questionnaire regarding their learning experiences with PBL, before and after the argumentation instruction. The questionnaire comprised 22 items with eight subcategories: argumentation activity, reflection, integration of basic and clinical science, identification of lack of knowledge, logical thinking, self-directed study, communication, and attitude toward discussion. The collected data were analyzed through a paired-sample t-test. The results of this study found that the argumentation instruction promoted the preclinical students' experiences with argumentation activities, reflection, an integration of basic and clinical science, the identification of their lack of knowledge, logical thinking, and self-directed study, and it increased positive attitudes toward group discussion. The findings suggest argumentation instruction can enhance medical student group discussions and help students achieve the objectives of PBL, including acquisition of basic and clinical science knowledge and development of clinical reasoning and self-directed learning abilities, which can highlight the meaningful learning experiences students have with PBL.

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The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework

Cited by 36 publications

References 66 publications

Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students’ argumentation according to a framework of hypothetico-deductive reasoning

Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students’ argumentation according to a framework of hypothetico-deductive reasoning

The Role of Using Formative Assessments in Problem-based Learning: A Health Sciences Education Perspective

Effect of Argumentation Instruction on Medical Student Experiences with Problem‐Based Learning

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