The Impact of Scaffolding on Medical Students’ Acquisition of Clinical Skills

Patricia Rego (2011). The Impact of Scaffolding on Medical Students’ Acquisition of Clinical Skills PhD Thesis, Schoool of Medicine, The University of Queensland.

       
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s40184401_phd_finalthesis.pdf Final thesis application/pdf 25.73MB 11
Author Patricia Rego
Thesis Title The Impact of Scaffolding on Medical Students’ Acquisition of Clinical Skills
School, Centre or Institute Schoool of Medicine
Institution The University of Queensland
Publication date 2011-02
Thesis type PhD Thesis
Supervisor A/Professor Ray Peterson
Prof Ken Donald
Total pages 365
Total colour pages 14
Total black and white pages 351
Subjects 11 Medical and Health Sciences
Abstract/Summary Early-years’ clinical skills teaching in medical programs has been exemplified by variability in teaching, delivery and assessment, and poor instructional design. The latter imposes extrinsic cognitive load. Cognitive Load Theory underpinned the Intervention designed to reduce extrinsic cognitive load through structure: protected teaching time, explicit learning objectives, and detailed curriculum guide. All skills were taught and double-assessed progressively by campus-based general practitioners. Intervention students (n=159) spent less time studying but achieved significantly better summative OSCE scores than Control students (n=162) experiencing the normal unstructured (e.g. opportunistic teaching, no curriculum guide) clinical skills program. Reducing extrinsic cognitive load enhances clinical-skills acquisition.
Keyword Clinical skills, unstructured clinical skills programs, medical education, cognitive load theory, scaffolding, assessment, curriculum delivery, general practitioners
Additional Notes 40, 84, 104, 111-112, 117-120, 137-138, 147, 196, 364

 
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Created: Wed, 08 Jun 2011, 09:53:42 EST by Ms Patricia Rego on behalf of Library - Information Access Service