خط مشی دسترسیدرباره ماپشتیبانی آنلاین
ثبت نامثبت نام
راهنماراهنما
فارسی
ورودورود
صفحه اصلیصفحه اصلی
جستجوی مدارک
تمام متن
منابع دیجیتالی
رکورد قبلیرکورد بعدی
Document Type:Latin Dissertation
Language of Document:English
Record Number:52886
Doc. No:TL22840
Call number:‭3238394‬
Main Entry:Melissa Shadrick Medina
Title & Author:The influence of the format for case response on thinking about a caseMelissa Shadrick Medina
College:Rutgers The State University of New Jersey - New Brunswick
Date:2006
Degree:Ed.D.
student score:2006
Page No:134
Abstract:The author examined whether the case response format using a multiple-choice (MC) versus open-ended (OE) question prompts at the end of the case influenced students' ability to think about the case like an expert and generate a quality response to the case, judged by argument structure analysis. The dissertation also explored whether students' beliefs about epistemology (beliefs about knowledge and knowing) influenced their response to a case. 197 students from four years of a Doctor of Pharmacy program and 54 pharmacy faculty (full-time and adjunct) received one OE case response format and one MC case response format, as well as the Epistemic Beliefs Inventory (EBI) and the Perceived Useful of Cases Scale (PUCS). The faculty outperformed students on every case response outcome variable (time to respond, number of words, reasons and conclusions generated, the sum and average reason score, argument quality score 1 (overall response quality score), and argument quality 2 score (seven-item rubric score)). The data indicate that faculty demonstrated their expertise for thinking about and responding to cases and these differences were statistically significant. Students generated significantly better arguments, indicated by the argument quality 2 score (seven item rubric), when given MC cases compared to OE cases. This demonstrated that students might benefit from the structure that MC case response format provides and that students may benefit from increased visibility of faculty expertise when working with cases. Lower beliefs in simple and certain knowledge (derived from the EBI) predicted better quality responses as indicated by higher sums of reason scores, average reason scores, argument quality 1 and 2 scores (overall response quality and seven item rubric) for faculty and/or students. Overall, since cases are a common teaching method in professional programs like pharmacy, the current study offers specific guidance to instructors and informs their actual teaching practice about how to construct the case response format and how to appreciate the barriers that beliefs about epistemology can present. Both of these items are important to consider because the formatting and specific use of cases in the learning environment affects the learning outcomes.
Subject:Education; Active learning; Case response; Professional education; Educational psychology; 0525:Educational psychology
Added Entry:A. M. O'Donnell
Added Entry:Rutgers The State University of New Jersey - New Brunswick