Abstract:
CONTEXT:Simulated clinical immersion (SCI), in which clinical situations are simulated in a realistic environment, safely and gradually exposes novices to complex problems. Given their limited experience, undergraduate students can potentially be quite overwhelmed by SCI learning tasks, which may result in misleading learning outcomes. Although task complexity should be adapted to the learner's level of expertise, many factors, both intrinsic and extraneous to the learning task, can influence perceived task complexity and its impact on cognitive processes. OBJECTIVES:The purpose of this mixed-methods study was to understand the effects of task complexity on undergraduate pharmacy students' cognitive load, task performance and perception of learning in SCI. METHODS:A total of 167 second-year pharmacy students were randomly assigned to undertake one simple and one complex learning task in SCI consecutively. Participants' cognitive load was measured after each task and debriefing. Task performance and time on task were also assessed. As part of a sequential explanatory design, semi-structured interviews were conducted with students showing maximal variations in intrinsic cognitive load to elucidate their perceptions of learning when dealing with complexity. RESULTS:Although the complex task generated significantly higher cognitive load and time on task than the simple task, performance was high for both tasks. Qualitative results revealed that a lack of clinical experience, an unfamiliar resource in the environment and the constraints inherent to SCI, such as time limitations, hindered the clinical reasoning process and led to poorer self-evaluation of performance. Simple tasks helped students gain more self-confidence, whereas complex tasks further encouraged reflective practice during debriefings. CONCLUSIONS:Although complex tasks in SCI were more cognitively demanding and took longer to execute, students indicated that they learned more from them than they did from simple tasks. Complex tasks constitute an additional challenge in terms of clinical reasoning and thus provide a more valuable learning experience from the student's perspective.
journal_name
Med Educjournal_title
Medical educationauthors
Tremblay ML,Leppink J,Leclerc G,Rethans JJ,Dolmans DHJMdoi
10.1111/medu.13748subject
Has Abstractpub_date
2019-04-01 00:00:00pages
380-389issue
4eissn
0308-0110issn
1365-2923journal_volume
53pub_type
杂志文章abstract:OBJECTIVES:Interprofessional education (IPE) aims to provide students with the opportunity to develop and demonstrate the team working behaviors and skills that will lead to positive patient outcomes. This systematic review aims to identify and critically appraise the assessment tools used after a pre-licensure IPE int...
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abstract::The view, background and motivation of providers of medical education was studied using a structured questionnaire which was sent to all those who organized courses for the Postgraduate Education Allowance in the West of Scotland. Two hundred and twenty-five replies were received from 254 course providers, giving an 8...
journal_title:Medical education
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更新日期:1993-09-01 00:00:00
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journal_title:Medical education
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1982.tb01259.x
更新日期:1982-09-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
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更新日期:1980-01-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.12065
更新日期:2013-02-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
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更新日期:1985-05-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2003.01538.x
更新日期:2003-06-01 00:00:00
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journal_title:Medical education
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journal_title:Medical education
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更新日期:2000-02-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
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更新日期:1976-07-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1995.tb02870.x
更新日期:1995-11-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/medu.14351
更新日期:2021-01-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
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更新日期:2002-06-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1987.tb00392.x
更新日期:1987-09-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章,评审
doi:10.1111/j.1365-2923.2010.03848.x
更新日期:2011-02-01 00:00:00
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pub_type: 杂志文章
doi:10.1111/medu.12302
更新日期:2014-02-01 00:00:00
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journal_title:Medical education
pub_type: 历史文章,杂志文章
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更新日期:1997-01-01 00:00:00
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pub_type: 杂志文章
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更新日期:1987-11-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1985.tb01328.x
更新日期:1985-07-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
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更新日期:2009-09-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
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更新日期:2003-11-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章,评审
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更新日期:2017-03-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.1999.00280.x
更新日期:1999-03-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1983.tb01124.x
更新日期:1983-11-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章,评审
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更新日期:2018-06-01 00:00:00
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journal_title:Medical education
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doi:10.1111/j.1365-2923.1981.tb02314.x
更新日期:1981-01-01 00:00:00