Institute for Medical Education, University of Groningen and University Medical Center Groningen, Groningen, the NetherlandsUniversity Centre for Learning and Teaching, University of Groningen, the NetherlandsCenter for Research and Innovation in Medical Education, University of Groningen and University Medical Center Groningen, the Netherlands.
Med Educ. 2010 Sep;44(9):884-891. doi: 10.1111/j.1365-2923.2010.03732.x.
The ability to master discipline-specific knowledge is one of the competencies medical students must acquire. In this context, 'mastering' means being able to recall and apply knowledge. A way to assess this competency is to use both open- and closed-book tests. Student performance on both tests can be influenced by the way the student processes information. Deep information processing is expected to influence performance positively. The personal preferences of students in relation to how they process information in general (i.e. their level of need for cognition) may also be of importance. In this study, we examined the inter-relatedness of deep learning, need for cognition and preparation time, and scores on open- and closed-book tests.
This study was conducted at the University Medical Centre Groningen. Participants were Year 2 students (n = 423). They were asked to complete a questionnaire on deep information processing, a scale for need for cognition on a questionnaire on intellectualism and, additionally, to write down the time they spent on test preparation. We related these measures to the students' scores on two tests, both consisting of open- and closed-book components and used structural equation modelling to analyse the data.
Both questionnaires were completed by 239 students (57%). The results showed that need for cognition positively influenced both open- and closed-book test scores (beta-coefficients 0.05 and 0.11, respectively). Furthermore, study outcomes measured by open-book tests predicted closed-book test results better than the other way around (beta-coefficients 0.72 and 0.11, respectively).
Students with a high need for cognition performed better on open- as well as closed-book tests. Deep learning did not influence their performance. Adding open-book tests to the regularly used closed-book tests seems to improve the recall of knowledge that has to be known by heart. Need for cognition may provide a valuable addition to existing theories on learning.
掌握学科知识是医学生必须具备的能力之一。在这种情况下，“掌握”意味着能够回忆和应用知识。评估这种能力的一种方法是使用开卷和闭卷考试。学生在这两种考试中的表现都可能受到学生处理信息的方式的影响。深度信息处理预计会对表现产生积极影响。学生在一般情况下处理信息的个人偏好（即他们对认知的需求程度）也可能很重要。在这项研究中，我们研究了深度学习、认知需求和准备时间之间的相互关系，以及开卷和闭卷考试的分数。
这项研究在格罗宁根大学医学中心进行。参与者是二年级学生（n=423）。他们被要求填写一份关于深度信息处理的问卷、一份关于认知需求的问卷以及一份关于智力的问卷，并写下他们在考试准备上花费的时间。我们将这些措施与学生在两项考试中的分数相关联，这两项考试都由开卷和闭卷部分组成，并使用结构方程模型来分析数据。
共有 239 名学生（57%）完成了两份问卷。结果表明，认知需求对开卷和闭卷考试成绩都有积极影响（β系数分别为 0.05 和 0.11）。此外，开卷考试的学习成绩比闭卷考试更好地预测了闭卷考试的结果（β系数分别为 0.72 和 0.11）。
认知需求高的学生在开卷和闭卷考试中表现更好。深度学习对他们的表现没有影响。在常规使用的闭卷考试中增加开卷考试似乎可以提高需要死记硬背的知识的回忆能力。认知需求可能为现有的学习理论提供有价值的补充。
