在急诊临床环境中评估概念学习的替代方法——混合方法设计

Zhidong Zhang, A. Zhang
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引用次数: 3

摘要

临床学习环境中的认知过程建模是使用替代评估模型改善学习评估和医疗实践的必要第一步。言语协议和认知内容分析是探索这种认知过程的有效方法。为了简化讨论的目的,我们将这些过程标记为信息识别、高级认知和医学认知行动。利用贝叶斯网络技术探索问题解决过程,可以定量表征学生动态学习过程,识别不同学习阶段认知成分的差异,更好地表征临床问题解决特征。我们开发了一个层次认知模型作为描述复杂认知网络关系的认知评估工具,可应用于各种临床认知情况。研究表明,认知模型通过表征不同的认知特征,有助于识别学生的学习轨迹。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Alternatively Assessing Conceptual Learning in an Emergency Clinical Environment—A Mixed Methods Design
Modeling cognitive processes in clinical learning environments is a necessary first step towards improving learning assessment and medical practice by using an alternative assessment model. Verbal protocol and cognitive content analyses are effective methods of exploring such cognitive processes. For the purpose of simplifying the discussion, we have labeled these processes as Identification of Information, Advanced Cognition, and Medical Cognitive Action. Exploring problem solving processes with Bayesian network techniques can characterize students' dynamic learning processes quantitatively, identify differences in cognitive components at different stages of learning and better represent clinical problem solving features.We develop a hierarchical cognitive model as a cognitive assessment tool to describe the complex cognitive network relations, which can be applied to various clinical cognitive situations. The study concludes that the cognitive model was useful in identifying students' learning trajectories by representing the different cognitive features.
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