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KMID : 0381520160280010029
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Korean Journal of Medical Education
2016 Volume.28 No. 1 p.29 ~ p.34
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The relationship between medical students’ epistemological beliefs and achievement on a clinical performance examination
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:Oh Sun-A
:Chung Eun-Kyung/:Han Eui-Ryoung/:Woo Young-Jong/:Kevin Deiter
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Abstract
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Purpose: This study was to explore the relationship between clinical performance examination (CPX) achievement and epistemological beliefs to investigate the potentials of epistemological beliefs in ill-structured medical problem solving tasks.
Methods: We administered the epistemological beliefs questionnaire (EBQ) to fourth-year medical students and correlated the results with their CPX scores. The EBQ comprised 61 items reflecting five belief systems: certainty of knowledge, source of knowledge, rigidity of learning, ability to learn, and speed of knowledge acquisition. The CPX included scores for history taking, physical examination, and patient-physician interaction.
Results: The higher epistemological beliefs group obtained significantly higher scores on the CPX with regard to history taking and patient-physician interaction. The epistemological beliefs scores on certainty of knowledge and source of knowledge were significantly positively correlated with patient-physician interaction. The epistemological beliefs scores for ability to learn were significantly positively correlated with those for history taking, physical examination, and patient-physician interaction.
Conclusion: Students with more sophisticated and advanced epistemological beliefs stances used more comprehensive and varied approaches in the patient-physician interaction. Therefore, educational efforts that encourage discussions pertaining to epistemological views should be considered to improve clinical reasoning and problem-solving competence in the clinic setting.
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KEYWORD
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Clinical competence, Epistemological beliefs, Medical history taking, Physical examination, Physician-patient relations
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