Dataset Information

Integrative vs. Traditional Learning from the Student Perspective.

ABSTRACT: BACKGROUND: The interdisciplinary surgery block of the reformed undergraduate curriculum HeiCuMed includes daily cycles of interactive case-based seminars, problem-based tutorials, case presentation by students, skills and communication training, and bedside teaching. The teaching doctors receive didactic training. In contrast, the previous traditional course was based on lectures with only two weekly hours of bedside teaching. Didactic training was not available. OBJECTIVE: The present work aims at analysing the importance of active participation of students and the didactic components of the reformed and traditional curricula, which contribute to successful learning as evaluated by the students. METHOD: Differentiated student evaluations of the undergraduate surgical courses between 1999 and 2008 were examined by correlation and regression analyses. RESULTS: The evaluation scores for organisation, dedication of the teaching staff, their ability to make lessons interesting and complex topics easily understandable, and the subjective gain of knowledge were significantly better in HeiCuMed than in the traditional curriculum. However, the dependence of knowledge gain on the didactic quality was the same in both curricula. The quality of discussions and the ability of the teaching doctors to promote active student participation were important to the subjective gain of knowledge in both seminars and practical courses of the reformed curriculum as well as for the overall evaluation of the practical courses but not the gain of knowledge in the traditional curriculum. CONCLUSION: The findings confirm psychological-educational perceptions, that competent implementation of integrative didactical methods is more important to successful teaching and the subjective gain of knowledge than knowledge transfer by traditional classroom teaching.

SUBMITTER: Kadmon G

PROVIDER: S-EPMC3149460 | biostudies-other | 2011

REPOSITORIES: biostudies-other

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Integrative vs. Traditional Learning from the Student Perspective.

Kadmon Guni G Schmidt Jan J De Cono Nicola N Kadmon Martina M

GMS Zeitschrift fur medizinische Ausbildung 20110516 2

<h4>Background</h4>The interdisciplinary surgery block of the reformed undergraduate curriculum HeiCuMed includes daily cycles of interactive case-based seminars, problem-based tutorials, case presentation by students, skills and communication training, and bedside teaching. The teaching doctors receive didactic training. In contrast, the previous traditional course was based on lectures with only two weekly hours of bedside teaching. Didactic training was not available.<h4>Objective</h4>The pre ...[more]

PMID: 21818238

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Project description:BackgroundNLP models like ChatGPT promise to revolutionize text-based content delivery, particularly in medicine. Yet, doubts remain about ChatGPT's ability to reliably support evaluations of cognitive performance, warranting further investigation into its accuracy and comprehensiveness in this area.MethodA cohort of 60 cognitively normal individuals and 30 stroke survivors underwent a comprehensive evaluation, covering memory, numerical processing, verbal fluency, and abstract thinking. Healthcare professionals and NLP models GPT-3.5 and GPT-4 conducted evaluations following established standards. Scores were compared, and efforts were made to refine scoring protocols and interaction methods to enhance ChatGPT's potential in these evaluations.ResultWithin the cohort of healthy participants, the utilization of GPT-3.5 revealed significant disparities in memory evaluation compared to both physician-led assessments and those conducted utilizing GPT-4 (P < 0.001). Furthermore, within the domain of memory evaluation, GPT-3.5 exhibited discrepancies in 8 out of 21 specific measures when compared to assessments conducted by physicians (P < 0.05). Additionally, GPT-3.5 demonstrated statistically significant deviations from physician assessments in speech evaluation (P = 0.009). Among participants with a history of stroke, GPT-3.5 exhibited differences solely in verbal assessment compared to physician-led evaluations (P = 0.002). Notably, through the implementation of optimized scoring methodologies and refinement of interaction protocols, partial mitigation of these disparities was achieved.ConclusionChatGPT can produce evaluation outcomes comparable to traditional methods. Despite differences from physician evaluations, refinement of scoring algorithms and interaction protocols has improved alignment. ChatGPT performs well even in populations with specific conditions like stroke, suggesting its versatility. GPT-4 yields results closer to physician ratings, indicating potential for further enhancement. These findings highlight ChatGPT's importance as a supplementary tool, offering new avenues for information gathering in medical fields and guiding its ongoing development and application.

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Integrative vs. Traditional Learning from the Student Perspective.

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Integrative vs. Traditional Learning from the Student Perspective.

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