Résumés
Abstract
Background: Cognitive integration occurs when trainees make conceptual connections between relevant knowledges and is known to improve learning. While several experimental studies have demonstrated how text and audio-visual instruction can be designed to enhance cognitive integration, clinical skills training in real-world contexts may require alternative educational strategies. Introducing three-dimensional (3D) printed models during clinical skills instruction may offer unique learning opportunities to support cognitive integration.
Methods: Using case study methodology, we explore how learners and an instructor used 3D printed bones to augment their learning interactions during a clinical skills laboratory on shoulder on palpation, and to describe the instructional strategies with 3D printed bones that may support learning. Students (n = 21) worked in small groups and were given access to a 3D printed clavicle, scapula, and humerus. Data were collected through observation, a student focus group, and a semi-structured interview with the instructor. Thematic analysis to review and code the data and to generate themes.
Results: We developed four themes that describe how 3D printed models were used in the classroom and how they may support cognitive integration: classroom interactivity, visualization of anatomy, integrating knowledge, and educational potential.
Conclusions: The findings demonstrate several ways 3D printed models can augment how learners, instructors, and educational materials interact with one another and how readily learners make connections between different sources and types of knowledge. This research extends previous work by demonstrating how social learning processes and interactions with physical models can offer unique affordances that may support cognitive integration.
Résumé
Contexte : L'intégration cognitive se produit lorsque les apprenants établissent des liens conceptuels entre des connaissances pertinentes et est connue pour améliorer l'apprentissage. Alors que plusieurs études expérimentales ont démontré comment le texte et l'enseignement audiovisuel peuvent être conçus pour améliorer l'intégration cognitive, la formation aux compétences cliniques dans des contextes réels peut nécessiter d'autres stratégies éducatives. L'introduction de modèles imprimés en trois dimensions (3D) dans l'enseignement des compétences cliniques peut offrir des occasions d'apprentissage uniques pour favoriser l'intégration cognitive.
Méthodes : En utilisant la méthodologie des études de cas, cette étude explore comment les apprenants et un instructeur ont utilisé des os imprimés en 3D pour augmenter leurs interactions d'apprentissage au cours d'un laboratoire de compétences cliniques sur la palpation de l'épaule, et pour caractériser les stratégies d'enseignement avec des os imprimés en 3D qui peuvent favoriser l'apprentissage. Les étudiants (n=21) ont travaillé en petits groupes et ont eu accès à une clavicule, une omoplate et un humérus imprimés en 3D. Les données ont été collectées par l'observation, un groupe de discussion d'étudiants et un entretien semi-structuré avec l'instructeur. Une analyse thématique a permis de passer en revue et de coder les données et de dégager des thèmes.
Résultats : Quatre thèmes ont été développés pour décrire comment les modèles imprimés en 3D ont été utilisés en classe et comment ils peuvent favoriser l'intégration cognitive : interactivité en classe, visualisation de l'anatomie, intégration des connaissances et potentiel éducatif.
Conclusions : Les résultats démontrent que les modèles imprimés en 3D peuvent améliorer la façon dont les apprenants, les instructeurs et le matériel pédagogique interagissent et la facilité avec laquelle les apprenants établissent des liens entre les différents types et sources de connaissances. Cette recherche s’ajoute à des travaux antérieurs en démontrant comment les processus d'apprentissage social et les interactions avec les modèles physiques peuvent offrir des potentialités uniques susceptibles de favoriser l'intégration cognitive.
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Biographical notes
Kristina Lisk is an Assistant Professor, Teaching Stream in the Division of Anatomy at the University of Toronto. Her research interests focus on examining strategies to optimize learning of basic sciences and exploring the impact of innovative teaching tools on student learning.
Jeffrey Cheung is an Assistant Professor in the Department of Medical Education at the University of Illinois College of Medicine at Chicago, Chicago, Illinois, USA. His research primarily applies theories from cognitive psychology to clarify how educators can design learning experiences that better prepare learners for future clinical practice, and how to assess learners’ capacity to be flexible with their knowledge and skills.
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