scholarly journals Cognitive E-Tools for Diagnosing the State of Medical Knowledge in Students Enrolled for a Second Time in an Anatomy Course

2020 ◽  
Vol 19 (9) ◽  
pp. 341-362
Author(s):  
Guadalupe Elizabeth Morales-Martinez ◽  
Alberto Manuel Ángeles Castellanos ◽  
Víctor Hugo Ibarra Ramírez ◽  
Magaly Iveth Mancera Rangel
Keyword(s):  
Medical Students ◽  
Evaluation Model ◽  
Computational Simulation ◽  
Medical Knowledge ◽  
Cognitive Learning ◽  
Semantic Networks ◽  
Decision Task ◽  
Cognitive Approach ◽  
Temporal Properties ◽  
First Year Medical Students

This article illustrates the application of the Chronometric Constructive Cognitive Learning Evaluation Model to measure the structural, organizational, and temporal properties of the anatomical knowledge schemata acquired by 52 first-year medical students enrolled for a second time in an anatomy course. The participants took part in a mental representation experiment as a part of which they carried out a conceptual definition task involving anatomy concepts based on the Natural Semantic Networks (NSN) technique. A computational simulation was performed on the NSN data, after which the students took part in a semantic priming experiment involving a lexical decision task which required them to classify words related or unrelated to their anatomy schema as word/non-word. Findings revealed that, although students stored the anatomy information in their memory, they struggled to structure, consolidate, and retrieve this information from their memory. These findings suggest that students who did not get the passing grade in anatomy course may struggle with integrating and consolidating pertinent information. Thus, results showed that the constructive-chronometric cognitive approach is useful to measure the properties of schemes medical students developed on the anatomy topic.

scholarly journals Chronometric Constructive Cognitive Learning Evaluation Model: Measuring the Consolidation of the Human Cognition Schema in Psychology Students’ Memory

2021 ◽  
Vol 20 (5) ◽  
pp. 56-72
Author(s):  
Guadalupe Elizabeth Morales-Martinez ◽  
Maria Isolde Hedlefs-Aguilar ◽  
Janneth Trejo-Quintana ◽  
Yanko Norberto Mezquita-Hoyos ◽  
Miriam Sanchez-Monroy
Keyword(s):  
Simulation Analysis ◽  
Evaluation Model ◽  
Computational Simulation ◽  
Cognitive Learning ◽  
Semantic Networks ◽  
Psychology Students ◽  
Human Cognition ◽  
Academic Learning ◽  
Decision Task ◽  
Learning Evaluation

This study illustrates the application of the Chronometric Constructive Cognitive Learning Evaluation Model to assess learning about human cognition knowledge schema in 48 second-year psychology students (79% females, 21% males). In the first phase, the participants carried out a conceptual definition task based on the Natural Semantic Networks technique. They defined ten target concepts related to the course by using verbs, substantives, adjectives, and pronouns (definers). Participants then rated the grade of relatedness between definers and targets concepts. Subsequently, the present authors carried out a computational simulation with data from the first study. In addition, students participated in a semantic priming experiment. They participated in a lexical decision task. Participants read pairs of words; these pairs were sometimes related by cognition scheme or common association, and sometimes were unrelated. The three tasks were applied at the start of the course and the end. The computational simulation analysis and ANOVA indicated that the initial pattern for conceptual activation had changed at the end of the course. Additionally, the initial chronometric behavior of the human cognition schema of the participants also changed at the end of the course. This evidence supports the idea that cognitive evaluation tools can help assess the schematic behavior patterns induced by academic learning.

scholarly journals Cognitive Assessment of Knowledge Consolidation in a Course on the Diagnostic Evaluation of Learning Disorders in Psychology Students

2021 ◽  
Vol 20 (10) ◽  
pp. 95-116
Author(s):  
Guadalupe Elizabeth Morales-Martinez ◽  
Yanko Norberto Mezquita-Hoyos ◽  
Maria Isolde Hedlefs-Aguilar ◽  
Miriam Sanchez-Monroy
Keyword(s):  
Undergraduate Students ◽  
Computational Simulation ◽  
Semantic Networks ◽  
Learning Disorders ◽  
Diagnostic Evaluation ◽  
Academic Learning ◽  
Long Term Memory ◽  
Decision Task ◽  
Cognitive Changes ◽  
Evaluation Of Learning

This study explored the cognitive changes to long-term memory as a result of academic learning in 43 Psychology undergraduate students (91% female and 9% male). The participants carried out a conceptual definition task based on the Natural Semantic Networks technique. They defined ten target concepts related to the diagnostic evaluation of learning disorders using verbs, nouns, or adjectives as definers. After, students weighed the quality of each definer through a ten-point scale. The higher the score, the greater the conceptual relationship between the definer and the target. The data of this study (the schema behavior) was subjected to a computational simulation. Finally, the participants carried out a lexical decision task based on the semantic priming paradigm, they read pairs of words that may or may not be related to the measured knowledge schema. The task was to judge whether the second word in each pair was spelled correctly or incorrectly. The results indicated an increase in the level of conceptual accessibility derived from learning. In addition, the participants accessed their knowledge schema, first through general nodes and then retrieved through the more specific nodes. The neurocomputational activation pattern suggested that learning experiences changed the meaning of concepts for each participant along the course. At the end of the course, the students seemed to reach a schematic consolidation. The diagnosis of these cognitive characteristics through the formation of academic schemas can provide learning opportunities closer to each student’s cognitive profile to increase the effectiveness of instruction.

scholarly journals The Measurement of Knowledge Construction in A Course of Diagnostic Evaluation of Learning Disorders in Psychology Students

2021 ◽  
Vol 20 (8) ◽  
pp. 240-261
Author(s):  
Guadalupe Elizabeth Morales-Martinez ◽  
Michelle Garcia-Torres ◽  
Maria del Carmen Castro-Gonzalez ◽  
Yanko Norberto Mezquita-Hoyos
Keyword(s):  
Evaluation Model ◽  
Cognitive Structure ◽  
Cognitive Learning ◽  
Semantic Networks ◽  
Psychology Students ◽  
Learning Disorders ◽  
Academic Learning ◽  
Method Of Evaluation ◽  
Evaluation Of Learning ◽  
Structure Of Knowledge

This study evaluated the effects of academic learning on the organization and structure of a knowledge schema among psychology students. The authors designed three studies based on the Chronometric Constructive Cognitive Learning Evaluation Model. This article describes the first method of evaluation, which included a conceptual definition task based on the Natural Semantic Networks technique. The participants' task was to define ten target concepts using verbs, nouns, or adjectives as definers, and then rate the quality of each definer, taking into account the degree of semantic relationship between it and the target concept. The results suggest that the students' initial knowledge schema underwent modifications due to the restructuration of the cognitive structure of knowledge, the assimilation of new information nodes, and the elimination or establishment of new relationships between the conceptual nodes of the knowledge schema. The measurement of these cognitive expressions of academic learning through mental representation techniques can have relevant implications for cognitive characterization in student learning and the design of new teaching strategies that take account of the cognitive psychology principles of information processing underlying academic learning.

scholarly journals ’Knowing everything and yet nothing about her’: medical students’ reflections on their experience of the dissection room

2020 ◽  
Vol 46 (4) ◽  
pp. 403-410 ◽  
Author(s):  
Christopher Kassam ◽  
Robbie Duschinsky ◽  
Cecilia Brassett ◽  
Stephen Barclay
Keyword(s):  
Medical Students ◽  
Emotional Regulation ◽  
Medical Knowledge ◽  
Subject Position ◽  
Human Anatomy ◽  
Ethical Practice ◽  
Formal Curriculum ◽  
Transitional State ◽  
The Subject ◽  
First Year Medical Students

Anatomy education by cadaveric dissection teaches medical students not only the formal curriculum in human anatomy, but also a ‘hidden curriculum’ whereby they learn the attitudes, identities and behaviours expected of doctors. While dissection has been investigated as a challenge to and training in emotional regulation, little attention has been paid hitherto to the forms of medical knowledge and identity which students encounter and develop in the dissection room. This study analyses a corpus of 119 tributes written by three consecutive cohorts of first-year medical students at a university to their cadaveric donors. We employ a Foucauldian discourse analysis methodology, seeking to elucidate the features of the subject position, the narrative ‘I’ or ‘we’ of the tributes, and the modes of knowledge which operate between that subject position and its object, the donor. We observe that students find themselves in a transitional state between personal and scientific modes of knowledge of the human, which correspond to different models of the subject position occupied by the student. While in many tributes these modes exist in an uneasy disjunction, others employ creative reflection to suggest new modes of knowledge and identity which may inform ethical practice.

scholarly journals Positive effects of medical hypnosis on test anxiety in first year medical students

2021 ◽  
pp. 1-11
Author(s):  
Christian M. Hammer ◽  
Michael Scholz ◽  
Larissa Bischofsberger ◽  
Alexander Hammer ◽  
Benedikt Kleinsasser ◽  
...  
Keyword(s):  
Medical Students ◽  
Test Anxiety ◽  
First Year ◽  
Positive Effects ◽  
First Year Medical Students

Variation in assessment of first-year medical students' interprofessional competencies by rater profession

2021 ◽  
Vol 24 ◽  
pp. 100424
Author(s):  
Joseph B. House ◽  
Lynze R. Franko ◽  
Fatema Haque ◽  
James A. Cranford ◽  
Sally A. Santen
Keyword(s):  
Medical Students ◽  
First Year ◽  
First Year Medical Students ◽  
Interprofessional Competencies

Are Future Doctors Prepared to Address Patients’ Nutritional Needs? Cooking and Nutritional Knowledge and Habits in Medical Students

2021 ◽  
pp. 155982762110181
Author(s):  
Sam Sugimoto ◽  
Drew Recker ◽  
Elizabeth E. Halvorson ◽  
Joseph A. Skelton
Keyword(s):  
Medical Students ◽  
Prior Knowledge ◽  
The United States ◽  
First Year ◽  
Nutritional Knowledge ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Nutritional Needs ◽  
Second Year ◽  
First Year Medical Students

Background. Many diseases are linked to lifestyle in the United States, yet physicians receive little training in nutrition. Medical students’ prior knowledge of nutrition and cooking is unknown. Objective. To determine incoming medical students’ prior nutrition knowledge, culinary skills, and nutrition habits. Methods. A dual-methods study of first-year medical students. Cross-sectional survey assessing prior knowledge, self-efficacy, and previous education of cooking and nutrition. Interviews of second-year medical students explored cooking and nutrition in greater depth. Results. A total of 142 first-year medical students participated; 16% had taken a nutrition course, with majority (66%) learning outside classroom settings. Students had a mean score of 87% on the Nutritional Knowledge Questionnaire versus comparison group (64.9%). Mean cooking and food skills score were lower than comparison scores. Overall, students did not meet guidelines for fiber, fruit, vegetables, and whole grains. Interviews with second-year students revealed most learned to cook from their families; all believed it important for physicians to have this knowledge. Conclusions. Medical students were knowledgeable about nutrition, but typically self-taught. They were not as confident or skilled in cooking, and mostly learned from their family. They expressed interest in learning more about nutrition and cooking.

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