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Research article
Jungjoon Ihm
Seoul National University
Corresponding Author
ORCiD: https://orcid.org/0000-0002-3136-5956
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background The ICAP framework based on Cognitive Science posits four modes of cognitive engagement: Interactive, Constructive, Active, and Passive. Focusing on the wider applicability of discussion as interactive engagement in medical education, we investigated the effect of discussion when self-study preceded it and further investigated the effect of generating questions before discussions.
Methods This study was conducted in the second semester of 2018, and 129 students majoring in health professions, including medicine, dentistry, veterinary medicine, and nursing, participated. The students were assigned into four different trial groups, who were asked to fill out a Subjective Mental Effort Questionnaire after completing each session. Their performance in post-test scores and their mental efforts were analyzed.
Results These results indicated that the self-study and question group had the highest performance and that the lecture and summary group had the lowest performance when comparing the total score. Using the analysis of mental effort, it was confirmed that the participants who showed higher levels of mental effort also showed higher levels of studying and discussion.
Conclusions Our findings support the ICAP framework and provide practical implications for medical education, representing the fact that students learn more when they are involved in active learning activities, such as self-study and question generation, prior to discussions.
Keywords
Learning Outcomes; Discussion; Question Generation; Self-Study; Medical Education
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CURRENT STATUS: Published
View the published article at BMC Medical Education.
Version 2
Posted 06 Dec, 2019
No community comments so far
Editorial decision: Accept
On 06 Dec, 2019
Review #1 received
Received 05 Dec, 2019
Reviewer #2 agreed
On 04 Dec, 2019
Review #2 received
Received 04 Dec, 2019
Reviewers invited
Invitations sent on 03 Dec, 2019
Reviewer #1 agreed
On 03 Dec, 2019
Editor assigned
On 02 Dec, 2019
Submission checks complete
On 01 Dec, 2019
Editor invited
On 01 Dec, 2019
No comments provided
Editorial decision: Major revision
On 29 Oct, 2019
Review #3 received
Received 26 Oct, 2019
Review #2 received
Received 23 Oct, 2019
Review #1 received
Received 23 Oct, 2019
Reviewer #5 agreed
On 22 Oct, 2019
Reviewer #4 agreed
On 22 Oct, 2019
Reviewer #3 agreed
On 19 Oct, 2019
Reviewer #2 agreed
On 18 Oct, 2019
Reviewer #1 agreed
On 18 Oct, 2019
Reviewers invited
Invitations sent on 16 Oct, 2019
Submission checks complete
On 02 Oct, 2019
Editor assigned
On 01 Oct, 2019
Editor invited
On 30 Sep, 2019
First submitted
On 25 Sep, 2019
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
Learn more about our company.
A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
See the published version of this preprint at BMC Medical Education.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Jungjoon Ihm
Seoul National University
Corresponding Author
ORCiD: https://orcid.org/0000-0002-3136-5956
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Published
View the published article at BMC Medical Education.
Version 2
Posted 06 Dec, 2019
No community comments so far
Editorial decision: Accept
On 06 Dec, 2019
Review #1 received
Received 05 Dec, 2019
Reviewer #2 agreed
On 04 Dec, 2019
Review #2 received
Received 04 Dec, 2019
Reviewers invited
Invitations sent on 03 Dec, 2019
Reviewer #1 agreed
On 03 Dec, 2019
Editor assigned
On 02 Dec, 2019
Submission checks complete
On 01 Dec, 2019
Editor invited
On 01 Dec, 2019
No comments provided
Editorial decision: Major revision
On 29 Oct, 2019
Review #3 received
Received 26 Oct, 2019
Review #2 received
Received 23 Oct, 2019
Review #1 received
Received 23 Oct, 2019
Reviewer #5 agreed
On 22 Oct, 2019
Reviewer #4 agreed
On 22 Oct, 2019
Reviewer #3 agreed
On 19 Oct, 2019
Reviewer #2 agreed
On 18 Oct, 2019
Reviewer #1 agreed
On 18 Oct, 2019
Reviewers invited
Invitations sent on 16 Oct, 2019
Submission checks complete
On 02 Oct, 2019
Editor assigned
On 01 Oct, 2019
Editor invited
On 30 Sep, 2019
First submitted
On 25 Sep, 2019
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
View the published article at BMC Medical Education.
Background The ICAP framework based on Cognitive Science posits four modes of cognitive engagement: Interactive, Constructive, Active, and Passive. Focusing on the wider applicability of discussion as interactive engagement in medical education, we investigated the effect of discussion when self-study preceded it and further investigated the effect of generating questions before discussions.
Methods This study was conducted in the second semester of 2018, and 129 students majoring in health professions, including medicine, dentistry, veterinary medicine, and nursing, participated. The students were assigned into four different trial groups, who were asked to fill out a Subjective Mental Effort Questionnaire after completing each session. Their performance in post-test scores and their mental efforts were analyzed.
Results These results indicated that the self-study and question group had the highest performance and that the lecture and summary group had the lowest performance when comparing the total score. Using the analysis of mental effort, it was confirmed that the participants who showed higher levels of mental effort also showed higher levels of studying and discussion.
Conclusions Our findings support the ICAP framework and provide practical implications for medical education, representing the fact that students learn more when they are involved in active learning activities, such as self-study and question generation, prior to discussions.
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