Abstract:
:A simple "stop think" approach was developed to encourage the self-assessment of learning. A key element was the requirement for students to rate their feeling of difficulty before [FOD(pre)] and after [FOD(post)] completing each of three authentic anatomy and physiology concept map exercises. The cohort was divided into low- (group L) and high-performing (group H) groups (based on final subject marks). Both FOD(pre) (group L) and FOD(post) (groups L and H) were significantly negatively correlated with score for some maps. A comparison of FOD(pre) and FOD(post) showed that students changed their mind about difficulty in 58-70% of the completed maps. Students who changed their estimation were asked to provide explanatory comments, and an increase in difficulty was related to problems with map link generation. For students who found the maps easier, 40% of comments indicated that map generation prompted recall of information from memory. Both difficulty estimations and comments supported the contention that students were self-assessing their interaction with the concept maps. Group H was significantly older than group L, had significantly higher levels of deep strategic and deep motivational learning, and had significantly higher marks in two of three concept map exercises. Notwithstanding these differences, the results from the "stop think" approach were similar between groups, indicating that it may be appropriate for students of varying academic ability. It is suggested that "stop think" may be a useful approach to encourage student self-assessment, an important step in assisting self-regulated learning development.
journal_name
Adv Physiol Educjournal_title
Advances in physiology educationauthors
Guy R,Byrne B,Dobos Mdoi
10.1152/advan.00174.2016subject
Has Abstractpub_date
2017-03-01 00:00:00pages
130-136issue
1eissn
1043-4046issn
1522-1229pii
41/1/130journal_volume
41pub_type
杂志文章abstract::The Department of Physiology of Pramukhswami Medical College at Anand, Gujarat, India, started using problem-based learning in a modified way along with didactic lectures to improve students' understanding and motivate them toward self-directed study. After the didactic lectures were taken for a particular system, cle...
journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00040.2006
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abstract::"The viscosity of the blood in narrow capillary tubes" by Robin Fåhraeus and Torsten Lindqvist (Am J Physiol 96: 562-568, 1931) can be a valuable opportunity for teaching basic hemorheological principles in undergraduate cardiovascular physiology. This classic paper demonstrates that a progressive decline in apparent ...
journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00009.2013
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abstract::Student self-assessment using computer-based quizzes has been shown to increase subject memory and engagement. Some types of self-assessment quizzes can be associated with a dilemma between 1) medical students who want the self-assessment quiz to be clearly related to upcoming summative assessments or curated by the e...
journal_title:Advances in physiology education
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abstract::Physiology teaching resources have advanced to include innovative pedagogical approaches that meet the learning expectations of the current generation of students, while at the same time ensuring content delivery is accurate and the use of technologies is appropriate. We developed a quick experimental assay protocol t...
journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00028.2017
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abstract::Twenty-one biology teachers from a variety of disciplines (genetics, ecology, physiology, biochemistry, etc.) met at the University of Colorado to begin discussions about approaches to assessing students' conceptual understanding of biology. We considered what is meant by a "concept" in biology, what the important bio...
journal_title:Advances in physiology education
pub_type:
doi:10.1152/advan.00047.2007
更新日期:2007-12-01 00:00:00
abstract::The aim of the present study was to determine whether a significant relationship exists between a student's college (Allied Health, Arts and Science, Education, and Graduate School) and achievement in an advanced-level course in human physiology (PGY 412G). The mean percentage of correct answers on four multiple-choic...
journal_title:Advances in physiology education
pub_type: 杂志文章
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更新日期:2002-12-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章,评审
doi:10.1152/advan.00013.2004
更新日期:2004-12-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00087.2017
更新日期:2018-06-01 00:00:00
abstract::The National License Examination step 1 (NLE1), which tests basic medical sciences knowledge in Thailand, is considered to be tough and stressful for medical students due to the large amount of content. This study aimed to determine factors influencing the NLE1 score (NLE1S). The NLE1S, academic achievement, and class...
journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00197.2018
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journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00119.2014
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journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00082.2019
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abstract::Classroom discussion of scientific articles can be an effective means of teaching scientific principles and methodology to both undergraduate and graduate science students. The availability of classic papers from the American Physiological Society Legacy Project has made it possible to access articles dating back to t...
journal_title:Advances in physiology education
pub_type: 传,历史文章,杂志文章
doi:10.1152/advan.00073.2006
更新日期:2006-12-01 00:00:00
abstract::Undergraduate education should help students build a deep, conceptual understanding of their discipline, not merely compel them to acquire factual knowledge. The core concepts for physiology (described in 2011), conceptual frameworks, and conceptual assessments are available to focus undergraduate physiology education...
journal_title:Advances in physiology education
pub_type: 社论
doi:10.1152/advan.00188.2019
更新日期:2020-12-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00125.2013
更新日期:2014-12-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章,评审
doi:10.1152/advan.00021.2004
更新日期:2004-12-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章,随机对照试验
doi:10.1152/advan.00034.2017
更新日期:2017-12-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00185.2015
更新日期:2016-06-01 00:00:00
abstract::Recently, medical students' scientific thinking skills have been identified as an important issue in medical education. Scientific thinking cannot be imparted in conventional lectures, but rather requires actively involving students. We modified a practical course in physiology. A study was designed to test whether th...
journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00120.2018
更新日期:2019-09-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00167.2019
更新日期:2020-06-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00035.2006
更新日期:2007-03-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 历史文章,杂志文章
doi:10.1152/advan.00034.2009
更新日期:2009-09-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00060.2016
更新日期:2016-09-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章
doi:10.1152/advan.00072.2010
更新日期:2011-06-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章
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更新日期:2016-09-01 00:00:00
abstract::Although most educators have their greatest impact in the classroom, the increased need for diverse learning activities has created new opportunities for leadership. Moreover, many Tenure and Promotion Committees are finding that it is no longer sufficient to consider only lecture hours when evaluating a faculty membe...
journal_title:Advances in physiology education
pub_type: 社论
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更新日期:2017-09-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章,评审
doi:10.1152/advan.00032.2016
更新日期:2016-06-01 00:00:00
abstract::In 2005, The American Physiological Society initiated The Living History of Physiology Project to recognize senior members who have made extraordinary contributions during their career to the advancement of the discipline and profession of physiology. Each physiologist will be interviewed for archival purposes, and th...
journal_title:Advances in physiology education
pub_type: 传,历史文章
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更新日期:2006-03-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章
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更新日期:2013-03-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章
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更新日期:2012-09-01 00:00:00
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journal_title:Advances in physiology education
pub_type: 杂志文章
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更新日期:2011-06-01 00:00:00