Abstract
In a previous study, we established that compared to a written case, a video case enhances observable cognitive processes in the verbal interaction in a postgraduate problem-based learning format. In a new study we examined non-observable cognitive processes using a stimulated recall procedure alongside a reanalysis of the data from the first study. We examined the development of shared cognition as reflected in collaborative concept link formation, an approach to connecting a series of concepts related to a particular topic. Eleven paediatric residents were randomly allocated to two groups. After both analysing the same written case vignette, one group watched a video of the case in the vignette and the other group read a written description of the video. Both groups then reanalysed the vignette. After the group sessions, time-logged transcripts were made of the verbal interaction in both groups and all residents individually took part in a stimulated recall procedure. Causal reasoning concept links were labelled as individual or collaborative depending on whether they originated from individual residents or were directly elicited by verbal utterances from others. The video led to a significantly increased frequency ratio (after intervention: before intervention) of collaborative concept links but did not affect the frequency of individual concept links. This novel process approach to chronological registration of concept link formation offered additional evidence that shared cognition by means of co-elaboration of concept formation is stimulated by the use of patient video recordings in small group learning.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Balslev, T., de Grave, W. S., Muijtjens, A. M. M., & Scherpbier, A. J. J. A. (2005). Comparison of text and video cases in a postgraduate pbl-format with respect to the cognitive and metacognitive processes induced. Medical Education, 39, 1086–1092. doi:10.1111/j.1365-2929.2005.02314.x.
Barrows, H. S. (2000). Stimulated recall (personalized assessment of clinical reasoning). Illinois: Southern Illinois University, School of Medicine.
Bossche, P. V., & den Gijselaers, W. H. (2006). Social and cognitive factors driving teamwork in collaborative learning environments. Team learning beliefs and behaviours. Small Group Research, 37, 490–517. doi:10.1177/1046496406292938.
Clark, R. E., & Craig, T. B. (2001). Learning from media. Arguments, analysis and evidence. In R. E. Clark (Ed.), What about multimedia effects on learning? (pp. 89–101). Greenwich, Connecticut: Information Age Publishing.
Dillenbourg, P. (1999). What do you mean by “collaborative learning”? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 1–19). Oxford: Elsevier.
Dolmans, D. H. J. M. (1998). Motivational and cognitive processes influencing tutorial groups. Academic Medicine, 73, 22–24. doi:10.1097/00001888-199810000-00034.
Ericsson, K., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data. Cambridge, MA: The MIT Press.
Eva, K. W. (2005). What every teacher needs to know about clinical reasoning. Medical Education, 39, 98–106. doi:10.1111/j.1365-2929.2004.01972.x.
Kamin, C. S., O’Sullivan, P. S., Younger, M., & Derterding, R. (2001). Measuring critical thinking in problem-based learning discourse. Teaching and Learning in Medicine, 13, 27–35. doi:10.1207/S15328015TLM1301_6.
Lebeau, R. B. (1998). Cognitive tools in a clinical encounter in medicine: supporting empathy and expertise in distributed systems. Educational Psychology Review, 10, 3–24. doi:10.1023/A:1022854014093.
Mayer, R. E. (2001). Multimedia learning. Cambridge: Cambridge University Press.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52. doi:10.1207/S15326985EP3801_6.
Mohammed, S., Klimoski, R., & Rentsch, J. (2000). The measurement of team mental models: we have no shared schema. Organizational Research Methods, 3, 123–165. doi:10.1177/109442810032001.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn (pp. 15–54). Cambridge: Cambridge University Press.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: recent developments. Educational Psychologist, 38(1), 1–4. doi:10.1207/S15326985EP3801_1.
Schmidt, H. G., Norman, G. R., & Boshuizen, H. P. A. (1990). A cognitive perspective on medical expertise: Theory and implications. Academic Medicine, 65, 611–621. doi:10.1097/00001888-199010000-00001.
Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know and what we need to know. Contemporary Educational Psychology, 21, 43–69. doi:10.1006/ceps.1996.0004.
Visschers-Pleijers, A. J. S., Dolmans, D. H. J. M., de Grave, W. S., Wolfhagen, I. H. A. P., Jacobs, J. A., & van der Vleuten, C. P. M. (2006). Student perceptions about the characteristics of an effective discussion during the reporting phase in problem-based learning. Medical Education, 40, 924–931. doi:10.1111/j.1365-2929.2006.02548.x.
Westberg, J., & Jason, H. (1994). Teaching creativity with video. New York: Springer Publishing Company.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Balslev, T., de Grave, W., Muijtjens, A.M.M. et al. The development of shared cognition in paediatric residents analysing a patient video versus a paper patient case. Adv in Health Sci Educ 14, 557–565 (2009). https://doi.org/10.1007/s10459-008-9138-y
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10459-008-9138-y