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Computer Supported Collaborative Learning in a Clerkship: An Exploratory Study on the Relation of Discussion Activity and Revision of Critical Appraisal.

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Presentation on theme: "Computer Supported Collaborative Learning in a Clerkship: An Exploratory Study on the Relation of Discussion Activity and Revision of Critical Appraisal."— Presentation transcript:

1 Computer Supported Collaborative Learning in a Clerkship: An Exploratory Study on the Relation of Discussion Activity and Revision of Critical Appraisal Papers Willem J.M. Koops 1,2, Cees P.M. van der Vleuten 2, Bas A. de Leng 2, Luc H.E.H. Snoeckx 3 1 Department of Medical Education, Máxima Medical Center, Veldhoven, the Netherlands 2 Department of Educational Development and Research, 3 Department of physiology, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands

2 Department 2 Critical Appraisal "The process of assessing and interpreting evidence (usually by published research) by systematically considering its validity, results and relevance to the individual's work" [Manley et.al. 2009; Rhodes et.al. 2007; Feltovich et.al. 1989]

3 Department 3 Critical Appraisal of a Topic (CAT) Students’ Task: 1)investigation for research articles regarding the clinical problem 2) critical appraisal of the selected research articles 3) presentation of a relevant conclusion regarding the clinical problem [Hyde et.al. 2000; Parkes et.al. 2009]

4 Department 4 1. more task-focussed activity in discussion 2. more discussion activity on the content of critical appraisal topics Objective of Present Study

5 Department 5 Study Design

6 Department 6 Structured Discussion Critical Appraisal TopicsTopic Elements (1) Literature search Preparation for executing the literature search Strategy of the literature search Results of the literature search (2) Appraisal of the selected article(s) Study design Study method Study outcome (3) Conclusion Evidence table of appraised article(s) Relevant conclusion regarding clinical problem

7 Department 7 Content-Analysis of Students´ Activity (Baker et.al. 2007)

8 Department 8 analysis units of revised paper discussions (n=24) analysis units of unrevised paper discussions (n=23) frequency Collaborative problem solving activities (total of category 1.-7.) 1028554 Outside activity Category 1. 29 26 Non-task-focussed activity (total of category 2. & 3.) 239143 Category 2. Social Relation189 96 Category 3. Interaction Management 50 47 Task-focussed activity (total of category 4.-7.) 760385 Category 4. Task Management 64 28 Category 5. Opinions481269 Category 6. Argumentation186 80 Category 7. Broaden and Deepen29 8 Discussion Activity

9 Department 9 analysis units of revised paper discussions (n=24) analysis units of unrevised paper discussions (n=23) median (min.-max.) Collaborative problem solving activities (total of category 1.-7.) 36 (15-94)20 (1-53) Outside activity Category 1. 1 (0-10)1 (0-4) Non-task-focussed activity (total of category 2. & 3.) 8 (0-31) 6 (0-15) Category 2. Social Relation 6 (0-26) 3 (0-11) Category 3. Interaction Management 2 (0-19)1 (0-7) Task-focussed activity (total of category 4.-7.) 29 (11-65)15 (0-45) Category 4. Task Management 2 (0-19)1 (0-7) Category 5. Opinions 18 (10-40)10 (0-30) Category 6. Argumentation 8 (0-19)4 (0-9) Category 7. Broaden and Deepen0 (0-5) Discussion Activity

10 Department 10 analysis units of revised paper discussions (n=24) analysis units of unrevised paper discussions (n=23) Mann-Whitney U test median (min.-max.) p-value Collaborative problem solving activities (total of category 1.-7.) 36 (15-94)20 (1-53)P<.001 Outside activity Category 1. 1 (0-10)1 (0-4)P<.716 Non-task-focussed activity (total of category 2. & 3.) 8 (0-31) 6 (0-15)P<.179 Category 2. Social Relation 6 (0-26) 3 (0-11)P<.071 Category 3. Interaction Management 2 (0-19)1 (0-7)P<.610 Task-focussed activity (total of category 4.-7.) 29 (11-65)15 (0-45)P<.000 Category 4. Task Management 2 (0-19)1 (0-7)P<.107 Category 5. Opinions 18 (10-40)10 (0-30)P<.000 Category 6. Argumentation 8 (0-19)4 (0-9)P<.005 Category 7. Broaden and Deepen0 (0-5) P<.016 Discussion Activity

11 Department 11 Discussed Critical Appraisal Topics analysis units of revised paper discussions (n=24) analysis units of unrevised paper discussions (n=23) Critical appraisal topics of discussionmedian (min-max) (1) Literature search regarding the clinical problem10 (3-30)8 (0-22) (2) Appraisal of the selected article(s) 10 (1-33)5 (0-15) (3) Relevant conclusion regarding the clinical problem7 (0-13)2 (0-9)

12 Department 12 Discussed Critical Appraisal Topics analysis units of revised paper discussions (n=24) analysis units of unrevised paper discussions (n=23) Mann-Whitney U test Critical appraisal topics of discussionmedian (min-max) P-value (1) Literature search regarding the clinical problem10 (3-30)8 (0-22)P<.070 (2) Appraisal of the selected article(s) 10 (1-33)5 (0-15)P<.007 (3) Relevant conclusion regarding the clinical problem7 (0-13)2 (0-9)P<.000

13 Department 13 Discussed Elements of Critical Appraisal Topics Critical Appraisal Topics Topic Elements CAT task elements identified in:Chi-square revised paper discussions N=24 unrevised paper discussions N=23P-value (1)Preparation for executing literature search15 5P<.005 Strategy of the literature search2412P<.000 Results of the literature search11 7P<.278 (2)Study design15 0P<.000 Study population2411P<.000 Study outcome 4 0P<.041 (3)Evidence table of appraised research 6 2P<.137 Relevant clinical conclusion regarding clinical problem18 6P<.001

14 Department 14 Discussion and Conclusion extensive social and task-focussed discussion significant levels of knowledge construction Consistent with former CSCL research in classroom

15 Department 15 Discussion and Conclusion Extensive discussed critical appraisal topics high discussed elements of critical appraisal topics former studies on individual CAT task: less elements present study: extended with discussion

16 Department 16 Limitations 1 control of variables 2 content-analysis 3 small sample

17 Department 17 Further Research Affect of interaction on knowledge construction Design of task and environment as a motivational framework to support students discussion activity

18 Department 18 Conclusions A Computer Supported Collaborative Learning environment can support medical students in critically appraising clinical problems encountered during learning in the workplace. An increase in activity during the discussions seems to be related to more task-focussed activities and more discussion of critical appraisal topics and its elements.

19 Department 19

20 Department 20

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