Computer supported collaborative learning in a clerkship: an exploratory study on the relation of discussion activity and revision of critical appraisal papers
Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills, students perform a Critical Appraisal of a Topic (CAT) task, often resulting in a paper. Because such a paper may contain errors, students could profit from...
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Published in | BMC medical education Vol. 12; no. 1; p. 79 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
England
BioMed Central Ltd
20.08.2012
BioMed Central BMC |
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Abstract | Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills, students perform a Critical Appraisal of a Topic (CAT) task, often resulting in a paper. Because such a paper may contain errors, students could profit from discussion with peers, leading to paper revision. Active peer discussion by a Computer Supported Collaborative Learning (CSCL) environment show positive medical students perceptions on subjective knowledge improvement. High students' activity during discussions in a CSCL environment demonstrated higher task-focussed discussion reflecting higher levels of knowledge construction. However, it remains unclear whether high discussion activity influences students' decisions revise their CAT paper. The aim of this research is to examine whether students who revise their critical appraisal papers after discussion in a CSCL environment show more task-focussed activity and discuss more intensively on critical appraisal topics than students who do not revise their papers.
Forty-seven medical students, stratified in subgroups, participated in a structured asynchronous online discussion of individual written CAT papers on self-selected clinical problems. The discussion was structured by three critical appraisal topics. After the discussion, the students could revise their paper. For analysis purposes, all students' postings were blinded and analysed by the investigator, unaware of students characteristics and whether or not the paper was revised. Postings were counted and analysed by an independent rater, Postings were assigned into outside activity, non-task-focussed activity or task-focussed activity. Additionally, postings were assigned to one of the three critical appraisal topics. Analysis results were compared by revised and unrevised papers.
Twenty-four papers (51.6%) were revised after the online discussion. The discussions of the revised papers showed significantly higher numbers of postings, more task-focussed activities, and more postings about the two critical appraisal topics: "appraisal of the selected article(s)", and "relevant conclusion regarding the clinical problem".
A CSCL environment can support medical students in the execution and critical appraisal of authentic tasks in the clinical workplace. Revision of CAT papers appears to be related to discussions activity, more specifically reflecting high task-focussed activity of critical appraisal topics. |
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AbstractList | BACKGROUND: Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills, students perform a Critical Appraisal of a Topic (CAT) task, often resulting in a paper. Because such a paper may contain errors, students could profit from discussion with peers, leading to paper revision. Active peer discussion by a Computer Supported Collaborative Learning (CSCL) environment show positive medical students perceptions on subjective knowledge improvement. High students' activity during discussions in a CSCL environment demonstrated higher task-focussed discussion reflecting higher levels of knowledge construction. However, it remains unclear whether high discussion activity influences students' decisions revise their CAT paper. The aim of this research is to examine whether students who revise their critical appraisal papers after discussion in a CSCL environment show more task-focussed activity and discuss more intensively on critical appraisal topics than students who do not revise their papers. METHODS: Forty-seven medical students, stratified in subgroups, participated in a structured asynchronous online discussion of individual written CAT papers on self-selected clinical problems. The discussion was structured by three critical appraisal topics. After the discussion, the students could revise their paper. For analysis purposes, all students' postings were blinded and analysed by the investigator, unaware of students characteristics and whether or not the paper was revised. Postings were counted and analysed by an independent rater, Postings were assigned into outside activity, non-task-focussed activity or task-focussed activity. Additionally, postings were assigned to one of the three critical appraisal topics. Analysis results were compared by revised and unrevised papers. RESULTS: Twenty-four papers (51.6%) were revised after the online discussion. The discussions of the revised papers showed significantly higher numbers of postings, more task-focussed activities, and more postings about the two critical appraisal topics: "appraisal of the selected article(s)", and "relevant conclusion regarding the clinical problem". CONCLUSION: A CSCL environment can support medical students in the execution and critical appraisal of authentic tasks in the clinical workplace. Revision of CAT papers appears to be related to discussions activity, more specifically reflecting high task-focussed activity of critical appraisal topics. Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills, students perform a Critical Appraisal of a Topic (CAT) task, often resulting in a paper. Because such a paper may contain errors, students could profit from discussion with peers, leading to paper revision. Active peer discussion by a Computer Supported Collaborative Learning (CSCL) environment show positive medical students perceptions on subjective knowledge improvement. High students' activity during discussions in a CSCL environment demonstrated higher task-focussed discussion reflecting higher levels of knowledge construction. However, it remains unclear whether high discussion activity influences students' decisions revise their CAT paper. The aim of this research is to examine whether students who revise their critical appraisal papers after discussion in a CSCL environment show more task-focussed activity and discuss more intensively on critical appraisal topics than students who do not revise their papers. Forty-seven medical students, stratified in subgroups, participated in a structured asynchronous online discussion of individual written CAT papers on self-selected clinical problems. The discussion was structured by three critical appraisal topics. After the discussion, the students could revise their paper. For analysis purposes, all students' postings were blinded and analysed by the investigator, unaware of students characteristics and whether or not the paper was revised. Postings were counted and analysed by an independent rater, Postings were assigned into outside activity, non-task-focussed activity or task-focussed activity. Additionally, postings were assigned to one of the three critical appraisal topics. Analysis results were compared by revised and unrevised papers. Twenty-four papers (51.6%) were revised after the online discussion. The discussions of the revised papers showed significantly higher numbers of postings, more task-focussed activities, and more postings about the two critical appraisal topics: "appraisal of the selected article(s)", and "relevant conclusion regarding the clinical problem". A CSCL environment can support medical students in the execution and critical appraisal of authentic tasks in the clinical workplace. Revision of CAT papers appears to be related to discussions activity, more specifically reflecting high task-focussed activity of critical appraisal topics. BACKGROUNDMedical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills, students perform a Critical Appraisal of a Topic (CAT) task, often resulting in a paper. Because such a paper may contain errors, students could profit from discussion with peers, leading to paper revision. Active peer discussion by a Computer Supported Collaborative Learning (CSCL) environment show positive medical students perceptions on subjective knowledge improvement. High students' activity during discussions in a CSCL environment demonstrated higher task-focussed discussion reflecting higher levels of knowledge construction. However, it remains unclear whether high discussion activity influences students' decisions revise their CAT paper. The aim of this research is to examine whether students who revise their critical appraisal papers after discussion in a CSCL environment show more task-focussed activity and discuss more intensively on critical appraisal topics than students who do not revise their papers.METHODSForty-seven medical students, stratified in subgroups, participated in a structured asynchronous online discussion of individual written CAT papers on self-selected clinical problems. The discussion was structured by three critical appraisal topics. After the discussion, the students could revise their paper. For analysis purposes, all students' postings were blinded and analysed by the investigator, unaware of students characteristics and whether or not the paper was revised. Postings were counted and analysed by an independent rater, Postings were assigned into outside activity, non-task-focussed activity or task-focussed activity. Additionally, postings were assigned to one of the three critical appraisal topics. Analysis results were compared by revised and unrevised papers.RESULTSTwenty-four papers (51.6%) were revised after the online discussion. The discussions of the revised papers showed significantly higher numbers of postings, more task-focussed activities, and more postings about the two critical appraisal topics: "appraisal of the selected article(s)", and "relevant conclusion regarding the clinical problem".CONCLUSIONA CSCL environment can support medical students in the execution and critical appraisal of authentic tasks in the clinical workplace. Revision of CAT papers appears to be related to discussions activity, more specifically reflecting high task-focussed activity of critical appraisal topics. Abstract Background Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills, students perform a Critical Appraisal of a Topic (CAT) task, often resulting in a paper. Because such a paper may contain errors, students could profit from discussion with peers, leading to paper revision. Active peer discussion by a Computer Supported Collaborative Learning (CSCL) environment show positive medical students perceptions on subjective knowledge improvement. High students’ activity during discussions in a CSCL environment demonstrated higher task-focussed discussion reflecting higher levels of knowledge construction. However, it remains unclear whether high discussion activity influences students’ decisions revise their CAT paper. The aim of this research is to examine whether students who revise their critical appraisal papers after discussion in a CSCL environment show more task-focussed activity and discuss more intensively on critical appraisal topics than students who do not revise their papers. Methods Forty-seven medical students, stratified in subgroups, participated in a structured asynchronous online discussion of individual written CAT papers on self-selected clinical problems. The discussion was structured by three critical appraisal topics. After the discussion, the students could revise their paper. For analysis purposes, all students’ postings were blinded and analysed by the investigator, unaware of students characteristics and whether or not the paper was revised. Postings were counted and analysed by an independent rater, Postings were assigned into outside activity, non-task-focussed activity or task-focussed activity. Additionally, postings were assigned to one of the three critical appraisal topics. Analysis results were compared by revised and unrevised papers. Results Twenty-four papers (51.6%) were revised after the online discussion. The discussions of the revised papers showed significantly higher numbers of postings, more task-focussed activities, and more postings about the two critical appraisal topics: “appraisal of the selected article(s)”, and “relevant conclusion regarding the clinical problem”. Conclusion A CSCL environment can support medical students in the execution and critical appraisal of authentic tasks in the clinical workplace. Revision of CAT papers appears to be related to discussions activity, more specifically reflecting high task-focussed activity of critical appraisal topics. Doc number: 79 Abstract Background: Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills, students perform a Critical Appraisal of a Topic (CAT) task, often resulting in a paper. Because such a paper may contain errors, students could profit from discussion with peers, leading to paper revision. Active peer discussion by a Computer Supported Collaborative Learning (CSCL) environment show positive medical students perceptions on subjective knowledge improvement. High students' activity during discussions in a CSCL environment demonstrated higher task-focussed discussion reflecting higher levels of knowledge construction. However, it remains unclear whether high discussion activity influences students' decisions revise their CAT paper. The aim of this research is to examine whether students who revise their critical appraisal papers after discussion in a CSCL environment show more task-focussed activity and discuss more intensively on critical appraisal topics than students who do not revise their papers. Methods: Forty-seven medical students, stratified in subgroups, participated in a structured asynchronous online discussion of individual written CAT papers on self-selected clinical problems. The discussion was structured by three critical appraisal topics. After the discussion, the students could revise their paper. For analysis purposes, all students' postings were blinded and analysed by the investigator, unaware of students characteristics and whether or not the paper was revised. Postings were counted and analysed by an independent rater, Postings were assigned into outside activity, non-task-focussed activity or task-focussed activity. Additionally, postings were assigned to one of the three critical appraisal topics. Analysis results were compared by revised and unrevised papers. Results: Twenty-four papers (51.6%) were revised after the online discussion. The discussions of the revised papers showed significantly higher numbers of postings, more task-focussed activities, and more postings about the two critical appraisal topics: "appraisal of the selected article(s)", and "relevant conclusion regarding the clinical problem". Conclusion: A CSCL environment can support medical students in the execution and critical appraisal of authentic tasks in the clinical workplace. Revision of CAT papers appears to be related to discussions activity, more specifically reflecting high task-focussed activity of critical appraisal topics. Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills, students perform a Critical Appraisal of a Topic (CAT) task, often resulting in a paper. Because such a paper may contain errors, students could profit from discussion with peers, leading to paper revision. Active peer discussion by a Computer Supported Collaborative Learning (CSCL) environment show positive medical students perceptions on subjective knowledge improvement. High students' activity during discussions in a CSCL environment demonstrated higher task-focussed discussion reflecting higher levels of knowledge construction. However, it remains unclear whether high discussion activity influences students' decisions revise their CAT paper. The aim of this research is to examine whether students who revise their critical appraisal papers after discussion in a CSCL environment show more task-focussed activity and discuss more intensively on critical appraisal topics than students who do not revise their papers. Forty-seven medical students, stratified in subgroups, participated in a structured asynchronous online discussion of individual written CAT papers on self-selected clinical problems. The discussion was structured by three critical appraisal topics. After the discussion, the students could revise their paper. For analysis purposes, all students' postings were blinded and analysed by the investigator, unaware of students characteristics and whether or not the paper was revised. Postings were counted and analysed by an independent rater, Postings were assigned into outside activity, non-task-focussed activity or task-focussed activity. Additionally, postings were assigned to one of the three critical appraisal topics. Analysis results were compared by revised and unrevised papers. Twenty-four papers (51.6%) were revised after the online discussion. The discussions of the revised papers showed significantly higher numbers of postings, more task-focussed activities, and more postings about the two critical appraisal topics: "appraisal of the selected article(s)", and "relevant conclusion regarding the clinical problem". A CSCL environment can support medical students in the execution and critical appraisal of authentic tasks in the clinical workplace. Revision of CAT papers appears to be related to discussions activity, more specifically reflecting high task-focussed activity of critical appraisal topics. |
ArticleNumber | 79 |
Audience | Academic |
Author | Koops, Willem J M van der Vleuten, Cees P M de Leng, Bas A Snoeckx, Luc H E H |
AuthorAffiliation | 2 Department of Educational Development and Research, Faculty of Health, Medicine & Life Sciences, Maastricht University, Universiteitssingel 60, P.O. Box 6200 MD, Maastricht, the Netherlands 1 Department of Medical Education, MMC Academy, Máxima Medical Center, De Run 4600, 5500 MB, Veldhoven, the Netherlands 3 Department of physiology, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 50, P.O. Box 6200 MD, Maastricht, the Netherlands |
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Author_xml | – sequence: 1 givenname: Willem J M surname: Koops fullname: Koops, Willem J M email: W.Koops@student.maastrichtuniversity.nl organization: Department of Medical Education, MMC Academy, Máxima Medical Center, De Run 4600, 5500 MB, Veldhoven, the Netherlands. W.Koops@student.maastrichtuniversity.nl – sequence: 2 givenname: Cees P M surname: van der Vleuten fullname: van der Vleuten, Cees P M – sequence: 3 givenname: Bas A surname: de Leng fullname: de Leng, Bas A – sequence: 4 givenname: Luc H E H surname: Snoeckx fullname: Snoeckx, Luc H E H |
BackLink | https://www.ncbi.nlm.nih.gov/pubmed/22906218$$D View this record in MEDLINE/PubMed |
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CitedBy_id | crossref_primary_10_24193_adn_15_1_8 crossref_primary_10_1186_s12909_022_03890_x crossref_primary_10_3917_raised_021_0155 crossref_primary_10_1097_ACM_0000000000000170 |
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Copyright | COPYRIGHT 2012 BioMed Central Ltd. 2012 Koops et al.; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Copyright ©2012 Koops et al.; licensee BioMed Central Ltd. 2012 Koops et al.; licensee BioMed Central Ltd. |
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References_xml | – volume: 38 start-page: 126 issue: 2 year: 2006 ident: 623_CR28 publication-title: Family Med contributor: fullname: K Schilling – volume: 2 start-page: 315 year: 2007 ident: 623_CR23 publication-title: J Comp-Supported Collaborative Learning doi: 10.1007/s11412-007-9022-4 contributor: fullname: M Baker – volume: 19 start-page: 173 issue: 2 year: 2007 ident: 623_CR5 publication-title: J Work Learn doi: 10.1108/13665620710735648 contributor: fullname: G Rhodes – volume-title: The Cognitive Sciences in Medicine year: 1989 ident: 623_CR6 contributor: fullname: PJ Feltovich – volume: 5 start-page: 8 issue: 1 year: 2002 ident: 623_CR15 publication-title: Educ Technol & Soc contributor: fullname: K Kreijns – volume: 46 start-page: 349 year: 2006 ident: 623_CR25 publication-title: Comput Educ doi: 10.1016/j.compedu.2004.07.010 contributor: fullname: T Schellens – volume: 92 start-page: 137 issue: 1 year: 2000 ident: 623_CR20 publication-title: J Educ Psychol doi: 10.1037/0022-0663.92.1.137 contributor: fullname: AY Wang – volume: 33 start-page: e318 issue: 6 year: 2011 ident: 623_CR22 publication-title: Medical Teacher doi: 10.3109/0142159X.2011.575901 contributor: fullname: W Koops – volume: 12 start-page: 8 year: 2001 ident: 623_CR24 publication-title: Int J Artif Intell Educ contributor: fullname: L Rourke – volume: 52 start-page: 1042 issue: 4 year: 2004 ident: 623_CR3 publication-title: Educ Technol Res Dev doi: 10.1007/BF02504717 contributor: fullname: B Collis – volume-title: Studies in Health Technology and Informatics year: 2001 ident: 623_CR12 contributor: fullname: E Medélez – volume-title: Teaching critical appraisal skills in health care settings year: 2009 ident: 623_CR8 contributor: fullname: J Parkes – volume: 85 start-page: 1 issue: 12 year: 2010 ident: 623_CR1 publication-title: Academic Med doi: 10.1097/ACM.0b013e3181fa2353 contributor: fullname: BC O’Brien – volume: 21 start-page: 957 year: 2005 ident: 623_CR21 publication-title: Comput Human Behav doi: 10.1016/j.chb.2004.02.025 contributor: fullname: T Schellens – volume: 13 start-page: 25 issue: 1 year: 2008 ident: 623_CR26 publication-title: Adv Heal Sci Educ doi: 10.1007/s10459-006-9022-6 contributor: fullname: B De Wever – volume: 8 start-page: 87 issue: 2 year: 2009 ident: 623_CR4 publication-title: Pract Dev Health Care doi: 10.1002/pdh.284 contributor: fullname: K Manley – volume: 28 start-page: 269 issue: 6 year: 2009 ident: 623_CR13 publication-title: Tijdschrift voor medisch onderwijs Perspectives on Medical Educ doi: 10.1007/BF03081813 contributor: fullname: RFM Turk – volume: 19 start-page: 335 year: 2003 ident: 623_CR16 publication-title: Comput Human Behav doi: 10.1016/S0747-5632(02)00057-2 contributor: fullname: K Kreijns – volume-title: Systematic review of effectiveness of teaching critical appraisal year: 2000 ident: 623_CR7 contributor: fullname: C Hyde – volume: 257 start-page: 2451 issue: 18 year: 1987 ident: 623_CR10 publication-title: JAMA doi: 10.1001/jama.1987.03390180069025 contributor: fullname: K Bennet – volume: 28 start-page: 396 year: 1995 ident: 623_CR9 publication-title: Ann R College Physicians Surgeons Canada contributor: fullname: S Sauvé – volume-title: Technology-enhanced learning: principles and products year: 2009 ident: 623_CR19 contributor: fullname: P Dillenbourg – volume: 12 start-page: 121 year: 2002 ident: 623_CR11 publication-title: Learn Instr doi: 10.1016/S0959-4752(01)00019-6 contributor: fullname: J Van Bruggen – volume: 84 start-page: 872 issue: 7 year: 2009 ident: 623_CR2 publication-title: Academic Med doi: 10.1097/ACM.0b013e3181a815e9 contributor: fullname: EH Chittenden – volume: 22 start-page: 219 issue: 3 year: 2010 ident: 623_CR27 publication-title: Teaching Learning Med doi: 10.1080/10401334.2010.488460 contributor: fullname: S Aronoff – volume: 49 start-page: 176 year: 2005 ident: 623_CR18 publication-title: Comput Educ doi: 10.1016/j.compedu.2005.05.004 contributor: fullname: K Kreijns – volume: 20 start-page: 302 year: 2008 ident: 623_CR17 publication-title: Medical Teacher doi: 10.1080/01421590701784349 contributor: fullname: J Davis – volume-title: Team-based learning: a transformative use of small groups year: 2002 ident: 623_CR14 contributor: fullname: L Michaelsen |
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Snippet | Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills, students perform... Background Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills,... Doc number: 79 Abstract Background: Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical... BACKGROUNDMedical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills,... BACKGROUND: Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving skills,... Abstract Background Medical students in clerkship are continuously confronted with real and relevant patient problems. To support clinical problem solving... |
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SubjectTerms | Analysis Biological Sciences Clinical Clerkship - methods Clinical Competence Cognitive appraisal Collaborative learning College Students Computer supported collaborative learning Computer-Assisted Instruction - methods Computers Content analysis Cooperative Behavior Cooperative Learning Curricula Curriculum Departments Educational Development Educational objectives Environment Evidence Focus Groups - methods Group work in education Humans Internet Knowledge Level Learning Activities Life sciences Medical education Medical students Models, Educational Netherlands Peer Group Peers Problem solving Problem-Based Learning - methods Revision (Written Composition) Statistical Analysis Students, Medical - psychology Teaching Methods Team learning approach in education Writing |
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Title | Computer supported collaborative learning in a clerkship: an exploratory study on the relation of discussion activity and revision of critical appraisal papers |
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