Decoding the Disciplines and Threshold Concepts in a Blended Learning EBM Project for Preclerkship Students
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- Last edited 4 days ago by Peter Riegler
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Abstract
IntroductionTeaching evidence based medicine (EBM) theory is challenging, as there are transformations of understanding that must occur without which students cannot progress." Decoding the Disciplines," a model developed at Indiana University, is a process for increasing student learning that recognizes differences in thinking in disciplines and facilitates narrowing the gap, or threshold, between novice and expert thinking. The analysis distinguishes between core concepts, those that build layers upon learning foundations already possessed, and threshold concepts, those that lead learners to new realms of understanding. Description: Clinical Reasoning (CR), a longitudinal course in pre-clerkship, is a small group course in which clinicians help students explore clinical cases and in the process learn diagnostic, prognostic, therapeutic, and EBM techniques. The Decoding the Disciplines model was used in conjunction with the ACRE Framework for Information Literacy to identify bottlenecks in students' understanding of EBM and information literacy threshold concepts. The analysis was then used to create supporting instructional materials and a series of four assignments were delivered through blended learning in the curriculum management system. Outcomes
A pre-test assessing student understanding of threshold concept was given to students prior to delivery of the blended learning content. Feedback was given to students upon completion of each assignment, and each component built to a final written project. A post-test was given upon submission of the final written assignment.
Discussion Using the model was helpful in collaborating with medical faculty. Student scores improved on post-test, and the quality of final written submissions was high.
Bibliographic data
Gottschalk, T. (2017). Decoding the Disciplines and Threshold Concepts in a Blended Learning EBM Project for Preclerkship Students. The Journal of the Canadian Health Libraries Association= Journal de l'Association des Bibliothèques de la Santé du Canada, 38(2), 67-67.