The application of scientific principles in diverse science domains is widely regarded as a hallmark of expertise. However, the role of basic science knowledge and principles in clinical medicine is the subject of considerable controversy. The study examined the understanding of complex biomedical concepts related to cardiovascular physiology. Subjects at various levels of expertise were presented with questions and problems pertaining to the concepts of cardiac output and venous return. The experiment employed the combined methods of a cognitive science approach to problem-solving with a focused clinical interview approach common in science education research. / The results indicated a progression of conceptual models of the circulatory system as a function of expertise. This was evident in subjects' explanations and applications of these concepts. The study also characterized the etiology of significant misconceptions and biases, evident in subjects' reasoning at each level of expertise. / This research has implications for a theoretical model of conceptual understanding in complex science domains, as well as, implications for medical instruction. It is proposed that the development of a clinically-relevant epistemology of basic science knowledge could contribute substantially to a revised medical curriculum that could impart a more robust conceptual understanding of biomedical concepts to medical students.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.39495 |
| Date | January 1992 |
| Creators | Kaufman, David R. |
| Contributors | Patel, Vimla L. (advisor) |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Educational Psychology and Counselling.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001656522, proquestno: NN87569, Theses scanned by UMI/ProQuest. |
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