ISSN:
1573-1952
Source:
Springer Online Journal Archives 1860-2000
Topics:
Education
Notes:
Abstract This experiment investigated two possible sequences in which biochemical theory and the clinical applications of such theory can be presented to pre-clinical medical students. The dependent variables were the students' cognitive preferences and their ability to recall the contents of the instruction. Seventy-two students were randomly allocated to either a Theory-to-application or an Application-to-theory condition. The results indicated that the Application-to-theory sequence of instruction produced a significantly greater preference for being taught the specific facts of pre-clinical medical science, as opposed to being taught about the clinical applications. However, this was achieved at the expense of a significantly reduced ability to actually recall the theory which was taught.
Type of Medium:
Electronic Resource
URL:
http://dx.doi.org/10.1007/BF00117575
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