Please use this identifier to cite or link to this item: http://repository.kln.ac.lk/handle/123456789/26461
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dc.contributor.authorPerera, D.
dc.contributor.authorRamanayake, R.P.J.C.
dc.contributor.authorde Silva, A.H.W.
dc.contributor.authorSumanasekara, R.D.N.
dc.contributor.authorJayasinghe, L.R.
dc.contributor.authorGunasekara, R.
dc.contributor.authorChandrasiri, P.
dc.date.accessioned2023-07-20T09:51:51Z
dc.date.available2023-07-20T09:51:51Z
dc.date.issued2012
dc.identifier.citationJournal of Research in Medical Education & Ethics.2012;2(3):264-267.en_US
dc.identifier.issn2231-671X-Print
dc.identifier.issn2231-6728-Online
dc.identifier.urihttp://repository.kln.ac.lk/handle/123456789/26461
dc.descriptionNot Indexeden_US
dc.description.abstractBackground: 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.isoenen_US
dc.publisherBasic Medical Scientists Associationen_US
dc.subjectCognitive domainsen_US
dc.subjectAffective knowledgeen_US
dc.subjectApplied knowledgeen_US
dc.titleDomain-Specific learning among medical studentsen_US
dc.typeArticleen_US
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