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DC Field | Value | Language |
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dc.contributor.author | Perera, D. | |
dc.contributor.author | Ramanayake, R.P.J.C. | |
dc.contributor.author | de Silva, A.H.W. | |
dc.contributor.author | Sumanasekara, R.D.N. | |
dc.contributor.author | Jayasinghe, L.R. | |
dc.contributor.author | Gunasekara, R. | |
dc.contributor.author | Chandrasiri, P. | |
dc.date.accessioned | 2023-07-20T09:51:51Z | |
dc.date.available | 2023-07-20T09:51:51Z | |
dc.date.issued | 2012 | |
dc.identifier.citation | Journal of Research in Medical Education & Ethics.2012;2(3):264-267. | en_US |
dc.identifier.issn | 2231-671X-Print | |
dc.identifier.issn | 2231-6728-Online | |
dc.identifier.uri | http://repository.kln.ac.lk/handle/123456789/26461 | |
dc.description | Not Indexed | en_US |
dc.description.abstract | Background: The aim of this study was to investigate undergraduate medical student’s domain-specific learning. Method: The research tool was a structured essay question formulated to assess factual and affective knowledge and application and synthesis of knowledge .The question was administered to 151 students. Results: Mean score on the recall question was significantly higher than the other two domains. Total scores of female students were significantly higher than male students (P<0.05). Gender-wise difference in scores was not significant in any specific domain area. There was no significant relationship between factual knowledge and total scores. However, there was a significant linear relationship between total scores and the two areas of affective knowledge (r=0.78) and application and synthesis of knowledge (r=0.6). Findings indicate that affective knowledge and application of knowledge are closely related to overall acquisition of knowledge (P<0.0005). Conclusion: Teaching and assessment in higher-order knowledge domains and affective knowledge needs to be developed. Questions dealing with affective knowledge and testing higher-order cognitive abilities are more discriminatory than questions testing at the recall level. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Basic Medical Scientists Association | en_US |
dc.subject | Cognitive domains | en_US |
dc.subject | Affective knowledge | en_US |
dc.subject | Applied knowledge | en_US |
dc.title | Domain-Specific learning among medical students | en_US |
dc.type | Article | en_US |
Appears in Collections: | Journal/Magazine Articles |
Files in This Item:
File | Description | Size | Format | |
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JRMEE-DP-Perara.pdf | 143.85 kB | Adobe PDF | View/Open |
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