Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical students
Abstract Background Risk literacy, i.e., the ability to calculate and apply risk parameters, represents a key competence for risk communication and medical decision making. However, risk literacy is reportedly low in medical students. The successful acquisition of statistical competencies is often d...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-05-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03498-1 |
| _version_ | 1818238972067840000 |
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| author | Sven Benson Katharina Schmidt Julian Kleine-Borgmann Stephanie Herbstreit Manfred Schedlowski Anke Hollinderbäumer |
| author_facet | Sven Benson Katharina Schmidt Julian Kleine-Borgmann Stephanie Herbstreit Manfred Schedlowski Anke Hollinderbäumer |
| author_sort | Sven Benson |
| collection | DOAJ |
| description | Abstract Background Risk literacy, i.e., the ability to calculate and apply risk parameters, represents a key competence for risk communication and medical decision making. However, risk literacy is reportedly low in medical students. The successful acquisition of statistical competencies is often difficult, and can be hampered by emotional learning obstacles, calling for interventions to support learning. In this cluster-randomized study, we aimed to translate findings from placebo research to medical education. Specifically, we tested if the acquisition of risk literacy during a seminar unit can be facilitated by positive expectations, induced by a positive and non-threatening framing of the content and learning goals. Methods The study took place during a mandatory 2.5-h seminar on “risk literacy” for 2nd year medical students. The seminar teaches both statistical knowledge and its application in patient communication. To test the effects of expectations on risk literacy acquisition, the (otherwise identical) seminar was framed either as “communication training” (positive framing condition) or “statistics seminar” (negative framing condition). All N = 200 students of the semester were invited to participate, and cluster-randomized to the positive or negative framing condition (4 seminar groups each condition). Risk literacy was assessed with the “Quick Risk Test” (QRT) at the beginning and end of the seminar, along with statistics anxiety and subjective learning success using questionnaires. Results Data from N = 192 students were included. At the end of the seminar, risk literacy was increased in both framing conditions, with a significantly greater increase in QRT scores in the positive framing condition. Statistics anxiety was significantly decreased in both framing conditions, with no evidence of group differences. Subjective learning success was overall high and comparable between groups. Conclusions Supporting our hypothesis, positive framing led to a significantly greater increase in risk literacy (i.e., in QRT scores). Our data offer first support that positive framing of learning goals may help to facilitate the acquisition of statistical knowledge. Expectation-orientated interventions may thus offer a feasible tool to optimize learning settings and framing of learning objectives in medical statistics courses. |
| first_indexed | 2024-12-12T12:50:08Z |
| format | Article |
| id | doaj.art-1450c85d70144837a14cf884102bbacf |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-12T12:50:08Z |
| publishDate | 2022-05-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-1450c85d70144837a14cf884102bbacf2022-12-22T00:24:01ZengBMCBMC Medical Education1472-69202022-05-0122111110.1186/s12909-022-03498-1Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical studentsSven Benson0Katharina Schmidt1Julian Kleine-Borgmann2Stephanie Herbstreit3Manfred Schedlowski4Anke Hollinderbäumer5Institute of Medical Psychology and Behavioral Immunobiology, Center for Translational Neuro- and Behavioral Sciences, University Hospital Essen, University of Duisburg-EssenDepartment of Neurology, Center for Translational Neuro- and Behavioral Sciences, University Hospital Essen, University of Duisburg-EssenDepartment of Neurology, Center for Translational Neuro- and Behavioral Sciences, University Hospital Essen, University of Duisburg-EssenDepartment of Orthopedics and Trauma Surgery, University Hospital Essen, University of Duisburg-EssenInstitute of Medical Psychology and Behavioral Immunobiology, Center for Translational Neuro- and Behavioral Sciences, University Hospital Essen, University of Duisburg-EssenInstitute of Medical Biostatistics, Epidemiology and Informatics (IMBEI), University Medical Centre, University of MainzAbstract Background Risk literacy, i.e., the ability to calculate and apply risk parameters, represents a key competence for risk communication and medical decision making. However, risk literacy is reportedly low in medical students. The successful acquisition of statistical competencies is often difficult, and can be hampered by emotional learning obstacles, calling for interventions to support learning. In this cluster-randomized study, we aimed to translate findings from placebo research to medical education. Specifically, we tested if the acquisition of risk literacy during a seminar unit can be facilitated by positive expectations, induced by a positive and non-threatening framing of the content and learning goals. Methods The study took place during a mandatory 2.5-h seminar on “risk literacy” for 2nd year medical students. The seminar teaches both statistical knowledge and its application in patient communication. To test the effects of expectations on risk literacy acquisition, the (otherwise identical) seminar was framed either as “communication training” (positive framing condition) or “statistics seminar” (negative framing condition). All N = 200 students of the semester were invited to participate, and cluster-randomized to the positive or negative framing condition (4 seminar groups each condition). Risk literacy was assessed with the “Quick Risk Test” (QRT) at the beginning and end of the seminar, along with statistics anxiety and subjective learning success using questionnaires. Results Data from N = 192 students were included. At the end of the seminar, risk literacy was increased in both framing conditions, with a significantly greater increase in QRT scores in the positive framing condition. Statistics anxiety was significantly decreased in both framing conditions, with no evidence of group differences. Subjective learning success was overall high and comparable between groups. Conclusions Supporting our hypothesis, positive framing led to a significantly greater increase in risk literacy (i.e., in QRT scores). Our data offer first support that positive framing of learning goals may help to facilitate the acquisition of statistical knowledge. Expectation-orientated interventions may thus offer a feasible tool to optimize learning settings and framing of learning objectives in medical statistics courses.https://doi.org/10.1186/s12909-022-03498-1FramingExpectationPlaceboRisk communicationRisk literacyStatistics anxiety |
| spellingShingle | Sven Benson Katharina Schmidt Julian Kleine-Borgmann Stephanie Herbstreit Manfred Schedlowski Anke Hollinderbäumer Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical students BMC Medical Education Framing Expectation Placebo Risk communication Risk literacy Statistics anxiety |
| title | Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical students |
| title_full | Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical students |
| title_fullStr | Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical students |
| title_full_unstemmed | Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical students |
| title_short | Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical students |
| title_sort | can positive expectations help to improve the learning of risk literacy a cluster randomized study in undergraduate medical students |
| topic | Framing Expectation Placebo Risk communication Risk literacy Statistics anxiety |
| url | https://doi.org/10.1186/s12909-022-03498-1 |
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