Preparing medical students for future learning using basic science instruction

The construct of ‘preparation for future learning’ (PFL) is understood as the ability to learn new information from available resources, relate new learning to past experiences and demonstrate innovation and flexibility in problem solving. Preparation for future learning has been proposed as a key competence of adaptive expertise. There is a need for educators to ensure that opportunities are provided for students to develop PFL ability and that assessments accurately measure the development of this form of competence. The objective of this research was to compare the relative impacts of basic science instruction and clinically focused instruction on performance on a PFL assessment (PFLA).

[1]  G. Hatano,et al.  TWO COURSES OF EXPERTISE , 1984 .

[2]  Daniel L. Schwartz,et al.  Rethinking transfer: A simple proposal with multiple implica-tions , 1999 .

[3]  Diogo Ferreira,et al.  Academic leagues: a Brazilian way to teach about cancer in medical universities , 2015, BMC medical education.

[4]  Daniel L. Schwartz,et al.  EFFICIENCY AND INNOVATION IN TRANSFER , 2005 .

[5]  K. Hakuta,et al.  Child development and education in Japan. , 1986 .

[6]  K. Holyoak,et al.  Overcoming contextual limitations on problem-solving transfer. , 1989 .

[7]  G. Norman,et al.  Renowned Physicians’ Perceptions of Expert Diagnostic Practice , 2012, Academic medicine : journal of the Association of American Medical Colleges.

[8]  Glenn Regehr,et al.  Cognitive metaphors of expertise and knowledge: prospects and limitations for medical education , 2007, Medical education.

[9]  Douglas P. Larsen,et al.  Comparative effects of test‐enhanced learning and self‐explanation on long‐term retention , 2013, Medical education.

[10]  Daniel L. Schwartz,et al.  Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications , 1999 .

[11]  V L Patel,et al.  Biomedical knowledge in explanations of clinical problems by medical students , 1988, Medical education.

[12]  Nicole N Woods,et al.  The value of basic science in clinical diagnosis: creating coherence among signs and symptoms , 2005, Medical education.

[13]  Daniel L. Schwartz,et al.  A time for telling , 1998 .

[14]  Glenn Regehr,et al.  How student models of expertise and innovation impact the development of adaptive expertise in medicine , 2009, Medical education.

[15]  Nicole N. Woods,et al.  Having our cake and eating it too: seeking the best of both worlds in expertise research , 2009, Medical education.

[16]  C. Ringsted,et al.  Linking quality of care and training costs: cost‐effectiveness in health professions education , 2015, Medical education.

[17]  Geoffrey R. Norman,et al.  The Value of Basic Science in Clinical Diagnosis , 2006, Academic medicine : journal of the Association of American Medical Colleges.

[18]  Henk G. Schmidt,et al.  Biomedical knowledge: encapsulated or two worlds apart? , 2005 .

[19]  Y. Kanpolat.  Information age publishing. , 2005, Surgical neurology.

[20]  K. Eva.  What every teacher needs to know about clinical reasoning , 2005, Medical education.

[21]  E. Custers,et al.  Clinical and basic science teachers’ opinions about the required depth of biomedical knowledge for medical students , 2006, Medical teacher.

[22]  I. Begg,et al.  Problem-oriented training promotes spontaneous analogical transfer: Memory-oriented training promotes memory for training , 1991, Memory & cognition.

[23]  G. Regehr,et al.  Putting the expert together again , 2011, Medical education.

[24]  Nicole N Woods,et al.  Science is fundamental: the role of biomedical knowledge in clinical reasoning , 2007, Medical education.