Acquisition of Visual Perceptual Skills from Worked Examples: Learning to Interpret Electrocardiograms (ECGs)

Autor/inn/en	van den Berge, Kees; van Gog, Tamara; Mamede, Silvia; Schmidt, Henk G.; van Saase, Jan L. C. M.; Rikers, Remy M. J. P.
Titel	Acquisition of Visual Perceptual Skills from Worked Examples: Learning to Interpret Electrocardiograms (ECGs)
Quelle	In: Interactive Learning Environments, 21 (2013) 3, S.263-272 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2011.554422
Schlagwörter	Skill Development; Visual Perception; Diagnostic Tests; Heart Disorders; Task Analysis; Problem Solving; Teaching Methods; Health Sciences; Cognitive Ability; Undergraduate Students; Prior Learning; Retention (Psychology); Transfer of Training; Rating Scales; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Visuelle Wahrnehmung; Diagnostic test; Diagnostischer Test; Herzkrankheit; Aufgabenanalyse; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Vorkenntnisse; Merkfähigkeit; Training; Transfer; Ausbildung; Rating-Skala; Ausland; Niederlande
Abstract	Research has shown that for acquiring problem-solving skills, instruction consisting of studying worked examples is more effective and efficient for novice learners than instruction consisting of problem-solving. This study investigated whether worked examples would also be a useful instructional format for the acquisition of visual perceptual skills, which play an important role in many domains, and especially in health sciences (e.g. in radiology, dermatology, or cardiology). All novice participants were first given a general explanation of the basics of electrocardiogram (ECG) interpretation and the features of four cardiac disorders. Then they engaged in 12 practice tasks that presented them with ECG waveforms with abnormalities, which they either had to describe themselves ("problem-solving") or a description of which they had to study (worked example), depending on the condition to which they had been randomly assigned. Results showed that participants in the worked-examples conditions reached higher performance on the retention test, though not on the transfer test. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10