de Bliek R, Friedman C P, Wildemuth B M, Martz J M, File D, Twarog R G, Reich G M, Hoekstra L
Laboratory for Computing and Cognition, School of Medicine, University of North Carolina at Chapel Hill.
Proc Annu Symp Comput Appl Med Care. 1993:678-82.
This study examined the potential contribution that access to a database of biomedical information may offer in support of problem-solving exercises when personal knowledge is inadequate. Thirty-six medical students were assessed over four occasions and three domains in the basic sciences: bacteriology, pharmacology, and toxicology. Each assessment consisted of a two-pass protocol in which students were first assessed for their personal knowledge of a domain with a short-answer problem set. Then, for a sample of problems they had missed, they were asked to use a database, INQUIRER, to respond to questions which they had been unable to address with their personal knowledge. Results indicate that for a domain in which the database is well-integrated in course activities, useful retrieval of information which augmented personal knowledge increased over three assessment occasions, even continuing to increase several months after course exposure and experience with the database. For all domains, even at assessments prior to course exposure, students were able to moderately extend their ability to solve problems through access to the INQUIRER database.
本研究探讨了在个人知识不足时，获取生物医学信息数据库对支持解决问题练习可能做出的潜在贡献。对36名医科学生在基础科学的四个场合和三个领域进行了评估：细菌学、药理学和毒理学。每次评估都采用两阶段方案，首先通过简答题集评估学生对一个领域的个人知识。然后，对于他们答错的一部分问题，要求他们使用一个名为INQUIRER的数据库来回答那些他们凭个人知识无法解决的问题。结果表明，对于数据库很好地融入课程活动的领域，在三次评估中，通过获取信息来扩充个人知识的有效检索量有所增加，甚至在课程接触和使用该数据库几个月后仍在继续增加。对于所有领域，即使在课程接触之前的评估中，学生通过访问INQUIRER数据库也能够适度扩展他们解决问题的能力。
