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Domain-Specific learning among medical students

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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


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