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Personal epistemology and approaches to learning in medicine: a case study of second-year medical students.

Murray, Anne-Marie
Fonte: Universidade de Adelaide Publicador: Universidade de Adelaide
Tipo: Tese de Doutorado
Publicado em //2013
Relevância na Pesquisa
Personal epistemology addresses "the theories and beliefs that individuals hold about knowledge and knowing and the way in which such epistemological perspectives are related to academic learning" (Hofer, 2004, p. 120). Hofer and Pintrich (1997) proposed that personal epistemological theories consist of two constructs: the nature of knowledge and the nature of knowing. These constructs are hypothesised to exist on a continuum ranging from naïve to sophisticated epistemological beliefs. Personal epistemology is particularly applicable to medical students in a problem-based-learning (PBL) program, as it emphasises self-directed learning, as "beliefs about knowing and knowledge are potentially important determinants of intellectual performance" (Kuhn, Cheney & Weinstock, 2000, p. 309). There is a paucity of studies in the medical education literature on personal epistemological beliefs (Knight & Mattick, 2006). Roex and Degryse (2007) argue that "insights into students‘ epistemological beliefs have yet to find their way into the curriculum" (p. 616). Savin-Baden (2000) reported that "students‘ voices are largely missing from the literature on problem-based-learning, key elements such as learning context… are rarely acknowledged" (p. 26). The aims of this study was to investigate how personal epistemological beliefs were conceptualised by medical students at the end of their first two years in a PBL medical program; whether their beliefs evolved over the first two years and were related to the process of learning; and whether they differed between students from the lowest and highest ranked academic groups. A qualitative research design framed this investigation. A series of interviews were conducted with 12 second year medical students selected according to a maximum variation purposeful sampling technique (Patton...