Longitudinal study of database-assisted problem solving

Barbara M. Wildemuth, Charles P. Friedman, John Keyes, Stephen Downs

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

The current study examines the effects of database assistance on clinical problem solving across three cohorts of students and two database interfaces. Medical students attempted to solve problems presented as clinical scenarios, first from their personal knowledge and then, on a second pass, assisted by one of two versions of a bacteriology database. One version had a form-filling interface in which each term was typed into the form; the other had a direct manipulation interface that allowed students to select terms with a mouse. Data were collected on three assessment occasions: just before the bacteriology course, just after the course, and six months after the course. Personal Knowledge Scores varied by occasion, being highest just after and lowest just before the course. The Database-Assisted Scores were similar just before and after the course, but were higher six months after the course. The differences between the interfaces did not have any statistically significant effect on database-assisted performance. There was a marginally significant interaction between interface style and assessment occasion, suggesting that performance with the direct manipulation interface was less affected by variation in the students' personal knowledge than performance with the form-filling interface.

Original languageEnglish (US)
Pages (from-to)445-459
Number of pages15
JournalInformation Processing and Management
Volume36
Issue number3
DOIs
StatePublished - May 1 2000
Externally publishedYes

Fingerprint

longitudinal study
Bacteriology
Students
manipulation
performance
student
Longitudinal study
Problem solving
Data base
medical student
assistance
scenario
interaction
knowledge

ASJC Scopus subject areas

  • Computer Science Applications
  • Information Systems
  • Library and Information Sciences

Cite this

Longitudinal study of database-assisted problem solving. / Wildemuth, Barbara M.; Friedman, Charles P.; Keyes, John; Downs, Stephen.

In: Information Processing and Management, Vol. 36, No. 3, 01.05.2000, p. 445-459.

Research output: Contribution to journalArticle

Wildemuth, Barbara M. ; Friedman, Charles P. ; Keyes, John ; Downs, Stephen. / Longitudinal study of database-assisted problem solving. In: Information Processing and Management. 2000 ; Vol. 36, No. 3. pp. 445-459.
@article{700c82c8383e4614830513712d754068,
title = "Longitudinal study of database-assisted problem solving",
abstract = "The current study examines the effects of database assistance on clinical problem solving across three cohorts of students and two database interfaces. Medical students attempted to solve problems presented as clinical scenarios, first from their personal knowledge and then, on a second pass, assisted by one of two versions of a bacteriology database. One version had a form-filling interface in which each term was typed into the form; the other had a direct manipulation interface that allowed students to select terms with a mouse. Data were collected on three assessment occasions: just before the bacteriology course, just after the course, and six months after the course. Personal Knowledge Scores varied by occasion, being highest just after and lowest just before the course. The Database-Assisted Scores were similar just before and after the course, but were higher six months after the course. The differences between the interfaces did not have any statistically significant effect on database-assisted performance. There was a marginally significant interaction between interface style and assessment occasion, suggesting that performance with the direct manipulation interface was less affected by variation in the students' personal knowledge than performance with the form-filling interface.",
author = "Wildemuth, {Barbara M.} and Friedman, {Charles P.} and John Keyes and Stephen Downs",
year = "2000",
month = "5",
day = "1",
doi = "10.1016/S0306-4573(99)00065-5",
language = "English (US)",
volume = "36",
pages = "445--459",
journal = "Information Processing and Management",
issn = "0306-4573",
publisher = "Elsevier Limited",
number = "3",

}

TY - JOUR

T1 - Longitudinal study of database-assisted problem solving

AU - Wildemuth, Barbara M.

AU - Friedman, Charles P.

AU - Keyes, John

AU - Downs, Stephen

PY - 2000/5/1

Y1 - 2000/5/1

N2 - The current study examines the effects of database assistance on clinical problem solving across three cohorts of students and two database interfaces. Medical students attempted to solve problems presented as clinical scenarios, first from their personal knowledge and then, on a second pass, assisted by one of two versions of a bacteriology database. One version had a form-filling interface in which each term was typed into the form; the other had a direct manipulation interface that allowed students to select terms with a mouse. Data were collected on three assessment occasions: just before the bacteriology course, just after the course, and six months after the course. Personal Knowledge Scores varied by occasion, being highest just after and lowest just before the course. The Database-Assisted Scores were similar just before and after the course, but were higher six months after the course. The differences between the interfaces did not have any statistically significant effect on database-assisted performance. There was a marginally significant interaction between interface style and assessment occasion, suggesting that performance with the direct manipulation interface was less affected by variation in the students' personal knowledge than performance with the form-filling interface.

AB - The current study examines the effects of database assistance on clinical problem solving across three cohorts of students and two database interfaces. Medical students attempted to solve problems presented as clinical scenarios, first from their personal knowledge and then, on a second pass, assisted by one of two versions of a bacteriology database. One version had a form-filling interface in which each term was typed into the form; the other had a direct manipulation interface that allowed students to select terms with a mouse. Data were collected on three assessment occasions: just before the bacteriology course, just after the course, and six months after the course. Personal Knowledge Scores varied by occasion, being highest just after and lowest just before the course. The Database-Assisted Scores were similar just before and after the course, but were higher six months after the course. The differences between the interfaces did not have any statistically significant effect on database-assisted performance. There was a marginally significant interaction between interface style and assessment occasion, suggesting that performance with the direct manipulation interface was less affected by variation in the students' personal knowledge than performance with the form-filling interface.

UR - http://www.scopus.com/inward/record.url?scp=0033899606&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0033899606&partnerID=8YFLogxK

U2 - 10.1016/S0306-4573(99)00065-5

DO - 10.1016/S0306-4573(99)00065-5

M3 - Article

VL - 36

SP - 445

EP - 459

JO - Information Processing and Management

JF - Information Processing and Management

SN - 0306-4573

IS - 3

ER -