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Discussing Patient Management Online: The Impact of Roles on Knowledge Construction for Students Interning at the Paediatric Ward

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Abstract

The objectives of this study are to explore the use of asynchronous discussion groups during medical students’ clinical rotation in paediatrics. In particular, the impact of role assignment on the level of knowledge construction through social negotiation is studied. Case-based asynchronous discussion groups were introduced to enhance reflection and critical thinking on patient management and treatment, and to offer an exercise in evidence-based medical practice. Groups of approximately 4–5 students were asked to discuss 4 authentic cases during clinical rotation in paediatrics. 49 students interning at the paediatric ward participated in this study. With respect to role assignment, differences between groups (1) with a student or an instructor as moderator and (2) with or without a developer of alternatives for patient management were explored. A content analysis was performed to explore the different levels of social construction of knowledge. The results of multilevel logit analyses show a significant difference in knowledge construction through social negotiation between conditions with a student moderator and conditions where the instructor is moderating, but only when a developer of alternatives is involved. No significant difference was revealed between student-moderated and instructor-moderator groups without a developer of alternatives.

It can be concluded that when both the moderator and developer role are assigned to students, their contributions are more likely to reflect a high level of knowledge construction.

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Acknowledgements

The authors thank the medical students who participated in this study. This study was funded by BOF2002/DRMAN/013 of Ghent University.

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Authors and Affiliations

  1. Department of Education, Faculty of Psychology and Educational Sciences, Ghent University, Henri Dunantlaan 2, B-9000, Gent, Belgium

    Bram De Wever

  2. Department of Pediatrics and Medical Genetics, Faculty of Medicine and Health Sciences, Ghent University, Gent, Belgium

    Myriam Van Winckel

  3. Department of Education, Faculty of Psychology and Educational Sciences, Ghent University, Gent, Belgium

    Martin Valcke

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  1. Bram De Wever
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  2. Myriam Van Winckel
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  3. Martin Valcke
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Correspondence to Bram De Wever.

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De Wever, B., Van Winckel, M. & Valcke, M. Discussing Patient Management Online: The Impact of Roles on Knowledge Construction for Students Interning at the Paediatric Ward. Adv in Health Sci Educ 13, 25–42 (2008). https://doi.org/10.1007/s10459-006-9022-6

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  • DOI: https://doi.org/10.1007/s10459-006-9022-6

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