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 |