Learning from errors? The impact of erroneous example elaboration on learning outcomes of medical statistics in Chinese medical students

Learning from errors? The impact of erroneous example elaboration on learning outcomes of medical statistics in Chinese medical students

Abstract Background Constructivism theory has suggested that constructing students’ own meaning is essential to successful learning. The erroneous example can easily trigger learners’ confusion and metacognition, which may “force” students to process the learning material and construct meaning deepl...

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Bibliographic Details
Main Authors: Chengwei Wang, Junyi Li, Haiyan Li, Yijing Xia, Xiaoyu Wang, Yufei Xie, Jinyang Wu
Format: Article
Language:English
Published: BMC 2022-06-01
Series:BMC Medical Education
Subjects:
Erroneous example
Elaboration training
Metacognitive load
Medical statistics
Academic performance
Online Access:https://doi.org/10.1186/s12909-022-03460-1

Internet

https://doi.org/10.1186/s12909-022-03460-1

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