‘When I first came here, I thought medicine was black and white’: Making sense of medical students’ ways of knowing

Knight, Lynn; Mattick, Karen

doi:10.1016/j.socscimed.2006.01.017

Cited by 100 publications

(94 citation statements)

References 17 publications

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“…Sadler (2004) has pointed out that informal reasoning ''involves the generation and evaluation of positions in response to complex issues that lack clear cut solutions'' (p. 514). It is important that not only physicians' (Knight & Mattick, 2006), but also laypersons' (or patients') medicine-related epistemic beliefs permit an appropriate understanding of such a lack of clear cut solutions. Patients have to cope with the fact that there are alternative treatments, differing interpretations of symptoms, or even several interpretations of the underlying pathophysiological explanations of illnesses and risks.…”

Section: Health Decision Makingmentioning

confidence: 99%

“…Regardless of whether the new information is conflicting or not, it seems to make students aware of the complexity and diversity of medical knowledge. Different studies reveal that laypeople often tend to oversimplify knowledge about medicine (Knight & Mattick, 2006;Spiro et al, 1996). Taking this into account, it would seem that by gaining more knowledge about cholesterol within the context of a concrete problem, the participants realized that they had previously had an oversimplified idea of the texture and variability of medical knowledge.…”

Section: Web Search Effectsmentioning

confidence: 99%

See 1 more Smart Citation

Dealing with conflicting or consistent medical information on the web: When expert information breeds laypersons' doubts about experts

Kienhues¹,

Stadtler²,

Bromme³

2011

Learning and Instruction

108

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Section: Health Decision Makingmentioning

confidence: 99%

Section: Web Search Effectsmentioning

confidence: 99%

Dealing with conflicting or consistent medical information on the web: When expert information breeds laypersons' doubts about experts

Kienhues¹,

Stadtler²,

Bromme³

2011

Learning and Instruction

108

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“…Charts were prepared for the themes and sub-themes across the data (Ritchie and Spencer 1994). The main themes emerging at Time 1 (the academic setting) were: approaches to learning and studying, epistemological thinking (Knight and Mattick 2006), uncertainty, school to medical school transition (McHarg et al 2007), transition to self-directed learning, and development of professionalism. The framework of sub-themes identified at Time 1 within the approaches to learning and studying theme, was applied subsequently to the Time 2 data (the clinical setting) by one author (KM) and assessed for its adequacy to represent the data.…”

Section: Discussionmentioning

confidence: 99%

The importance of vocational and social aspects of approaches to learning for medical students

Mattick

Knight

2008

Adv in Health Sci Educ

Self Cite

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Having performed research using approaches to learning and studying inventories and become familiar with the concepts they purport to measure, the authors were concerned that existing inventories might not capture the full range of intentions and motivations for learning that exist within populations of medical students. We used semi-structured interviews to explore the approaches to learning of undergraduate medical students at two time points: in the academic setting (year 2) and subsequently in the clinical setting (year 3). A thematic index was created using a framework analysis approach with the data derived from the academic setting and subsequently applied to and developed by the data derived from the clinical setting. Some themes and sub-themes emerging from the analysis fitted well with the deep, surface and strategic approaches described previously in higher education. Others did not. In particular, the importance of the vocational and social aspects of learning was striking in this sample of students, in both academic and clinical settings, and these would be missed by the majority of existing inventories. This study confirms that existing conceptions of approaches to learning within the higher education literature do not account for the full range of intentions and motivations that exist within medical student populations.

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“…This approach helps students to be confident in their grasp of the essential techniques before they enter the hospitals and clinics. It is also important that students recognise that clinical problems and their solutions are rarely "black-andwhite" (Knight & Mattick, 2006), conforming to classic textbook cases. Every case is individual and every situation will require an answer specific to its needs.…”

Section: P Picasso 1966mentioning

confidence: 99%

Scaffolded Active Learning: Nine Pedagogical Principles for Building a Modern Veterinary Curriculum

May¹,

Silva‐Fletcher²

2015

Journal of Veterinary Medical Education

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Veterinary discipline experts unfamiliar with the broader educational literature can find the adoption of an evidence-based approach to curriculum development challenging. However, greater societal and professional demands for achieving and verifying Day One knowledge and skills, together with continued progress in information generation and technology, make it all the more important that the defined period for initial professional training be well used. This article presents and discusses nine pedagogical principles that have been used in modern curricular development in Australia, the United Kingdom, and the United States: (1) outcomes-based curriculum design; (2) valid and reliable assessments; (3) active learning; (4) integrated knowledge for action; (5) tightly controlled core curriculum; (6) “just-in-time” rather than “just-in-case” knowledge; (7) vertical integration, the spiral curriculum, and sequential skills development; (8) learning skills support; and (9) bridges from classroom to workplace. Crucial to effective educational progress is active learning that embraces the skills required by the modern professional, made possible by tight control of curricular content. In this information age, professionals' ability to source information on a “just-in-time” basis to support high quality reasoning and decision making is far more important than the memorization of large bodies of increasingly redundant information on a “just-in-case” basis. It is important that those with responsibility for veterinary curriculum design ensure that their programs fully equip the modern veterinary professional for confident entry into the variety of roles in which society needs their skills.

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‘When I first came here, I thought medicine was black and white’: Making sense of medical students’ ways of knowing

Cited by 100 publications

References 17 publications

Dealing with conflicting or consistent medical information on the web: When expert information breeds laypersons' doubts about experts

Dealing with conflicting or consistent medical information on the web: When expert information breeds laypersons' doubts about experts

The importance of vocational and social aspects of approaches to learning for medical students

Scaffolded Active Learning: Nine Pedagogical Principles for Building a Modern Veterinary Curriculum

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