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Medical students' epistemological beliefs: Implications for curriculum

Citation

Assenheimer, D and Knox, K and Nadarajah, VD and Zimitat, C, Medical students' epistemological beliefs: Implications for curriculum, Education for Health: change in learning and practice, 29, (2) pp. 107-112. ISSN 1469-5804 (2016) [Refereed Article]


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Copyright Statement

Copyright 2016 Education for Health

DOI: doi:10.4103/1357-6283.188748

Abstract

BACKGROUND: Epistemological beliefs have a pervasive influence on learning and practice. Understanding these beliefs and how they develop, could play an important role in medical student training and shape later clinical practice.

METHODS: The epistemological beliefs of first-year medical students from an Australian and Malaysian university were explored using a domain-specific instrument.

RESULTS: There were significant differences between the disciplinary epistemological beliefs of Australian and Malaysian medical students across many items, and two specific factors (Certainty of Knowledge and Justification for Knowing).

DISCUSSION: These findings have potential implications for teaching in biomedical disciplines and adaptation of Western curriculum innovations in Eastern educational contexts. Further work is needed to confirm and understand any epistemological differences and subsequent implications for learning and teaching in medicine.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Medicine, Nursing and Health Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Curriculum
Objective Field:Curriculum not elsewhere classified
Author:Assenheimer, D (Dr Dwight Assenheimer)
Author:Zimitat, C (Professor Craig Zimitat)
ID Code:114708
Year Published:2016
Deposited By:Medicine (Discipline)
Deposited On:2017-02-24
Last Modified:2017-11-08
Downloads:13 View Download Statistics

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