Medical students' epistemological beliefs: Implications for curriculum
Access Status
Authors
Date
2016Type
Metadata
Show full item recordCitation
Source Title
ISSN
School
Collection
Abstract
Background: Epistemological beliefs have a pervasive influence on learning and practice. Understanding these beliefs and how they develop, could play an important role in medical student training and shape later clinical practice. Methods: The epistemological beliefs of first-year medical students from an Australian and Malaysian university were explored using a domain-specific instrument. Results: There were significant differences between the disciplinary epistemological beliefs of Australian and Malaysian medical students across many items, and two specific factors (Certainty of Knowledge and Justification for Knowing). Discussion: These findings have potential implications for teaching in biomedical disciplines and adaptation of Western curriculum innovations in Eastern educational contexts. Further work is needed to confirm and understand any epistemological differences and subsequent implications for learning and teaching in medicine.
Related items
Showing items related by title, author, creator and subject.
-
Yeo, Shelley R. (2002)Physics learning has been the focus of much research over the last few decades. One line of such research has had knowledge about physics conceptual understanding as its object. Conceptual physics learning is found to be ...
-
Tsui, Chi-Yan (2003)This study investigated the secondary school students' learning of genetics when their teachers included an interactive computer program BioLogica in classroom teaching and learning. Genetics is difficult to teach and ...
-
Yap, Siew Fong (2012)With the re-emergence of values education in the school curriculum in the last decade, science is viewed as one of the key teaching domains, and in particular, socio-scientific education is increasingly perceived as ...