Patel V L, Cranton P A
J Med Educ. 1983 Feb;58(2):126-35. doi: 10.1097/00001888-198302000-00006.
Transfer of learning among the cognitive, psychomotor, and affective domains and among three clinical disciplines--medicine, pediatrics, and surgery--was examined in the final year of a medical student clerkship program. Rather than following the traditional psychological approach, the authors used a model based on ethnographic analysis followed by performance measurement. The general assumption that what students learn in one subject area is transferred to another area was questioned. A total of 120 medical students were assessed in knowledge, skills, and attitudes prior to and after three clinical rotations. The results indicated that learning was discipline-specific as well as specific to the learning domain studied. Therefore, no generalizations can be made from the study of one subject area or one specific aspect of student learning to another. The use of an alternative methodology to study complex behavior rather than the traditional paradigm is suggested.
在一个医学生临床实习项目的最后一年，研究了认知、心理运动和情感领域之间以及医学、儿科学和外科学这三个临床学科之间的学习迁移情况。作者没有采用传统的心理学方法，而是使用了一种基于人种学分析并随后进行绩效评估的模型。学生在一个学科领域所学内容会迁移到另一个领域的普遍假设受到了质疑。在三次临床轮转前后，对总共120名医学生的知识、技能和态度进行了评估。结果表明，学习是特定于学科以及所研究的学习领域的。因此，不能从对一个学科领域或学生学习的一个特定方面的研究推广到另一个方面。建议使用替代方法来研究复杂行为，而不是传统范式。
