McGaghie William C, McCrimmon Donald R, Mitchell Gordon, Thompson Jason A
The Feinberg School of Medicine, Northwestern University, Office of Medical Education and Faculty Development, 3-130 Ward Building, 303 East Chicago Avenue, Chicago, IL 60611-3008, USA.
Adv Health Sci Educ Theory Pract. 2004;9(3):225-40. doi: 10.1023/B:AHSE.0000038299.79574.e8.
This three-part article begins with a brief presentation of a framework that describes different approaches to conduct and report research on expert knowledge. The framework contrasts direct vs. indirect approaches and provides examples of each. Second, the article gives a detailed description of the methods and results of three concept mapping studies in pulmonary physiology that employ Pathfinder scaling, an indirect approach. The studies derive concepts maps for a variety of faculty experts individually and in groups. Two of the studies focus on changes in students' concept maps of the pulmonary physiology concepts as a result of instruction. Changes are gauged in terms of the degree to which students' concept maps approximate instructors' concept maps due to educational interventions. An index of student-instructor concept map similarity is also correlated with student performance on final examinations. The article concludes by articulating several "next steps" in the Feinberg Northwestern and Wisconsin program of health sciences education research on concept mapping using Pathfinder scaling.
这篇由三部分组成的文章开篇简要介绍了一个框架，该框架描述了开展和报告专家知识研究的不同方法。该框架对比了直接法与间接法，并给出了每种方法的示例。其次，文章详细描述了三项采用间接法即路径探索者量表法的肺生理学概念图研究的方法和结果。这些研究分别为各类教师专家个人和小组得出了概念图。其中两项研究关注教学对学生肺生理学概念图的影响。通过教育干预，根据学生概念图与教师概念图的近似程度来衡量这些变化。学生与教师概念图相似度指数也与学生期末考试成绩相关。文章最后阐述了范伯格西北大学和威斯康星大学健康科学教育研究项目在使用路径探索者量表法进行概念图研究方面的几个“下一步计划”。
