BACKGROUND The ICAP framework based on cognitive science posits four modes of cognitive engagement: Interactive, Constructive, Active, and Passive. Focusing on the wide applicability of discussion as interactive engagement in medical education, we investigated the effect of discussion when it was preceded by self-study and further investigated the effect of generating questions before discussions. METHODS This study was conducted in the second semester of 2018 and was participated in by 129 students majoring in health professions, including medicine, dentistry, veterinary medicine, and nursing. The students were assigned to four different trial groups and were asked to fill out a Subjective Mental Effort Questionnaire after completing each session. Their performance in posttest scores was analyzed using Bonferroni test, and mental effort was analyzed using mediation analysis. RESULTS These results indicated that the self-study and question group had the highest performance and that the lecture and summary group had the lowest performance when comparing the total score. Using the analysis of mental effort, it was confirmed that the relationship between different study conditions and post-test performance was mediated by mental effort during test. CONCLUSIONS Our findings support the ICAP framework and provide practical implications for medical education, representing the fact that students learn more when they are involved in active learning activities, such as self-study and question generation, prior to discussions.

中文翻译：

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通过讨论积极学习：ICAP卫生专业教育框架。

背景技术基于认知科学的ICAP框架提出了四种认知参与模式：互动，建设性，主动和被动。围绕讨论作为医学教育中的互动参与的广泛适用性，我们研究了在讨论之前进行自学的影响，并进一步研究了在讨论之前产生问题的效果。方法该研究于2018年下半年进行，共有129名医学，牙科，兽医学和护理学等卫生专业的学生参加。这些学生被分配到四个不同的试验组，并在每节课结束后被要求填写一份主观精神努力调查表。使用Bonferroni测验分析了他们在测验成绩中的表现，并使用调解分析来分析脑力劳动。结果这些结果表明，在比较总分时，自学和问题组的表现最高，而演讲和总结组的表现最低。通过对精神努力的分析，可以确认，不同的学习条件和测试后表现之间的关系是由测试过程中的精神努力所介导的。结论我们的研究结果支持了ICAP框架，并为医学教育提供了实际的启示，这表明，在讨论之前，学生在参加诸如自学和问题生成之类的积极学习活动时会学到更多。结果这些结果表明，在比较总分时，自学和问题组的表现最高，而演讲和总结组的表现最低。通过对精神努力的分析，可以确认，不同的学习条件和测试后表现之间的关系是由测试过程中的精神努力所介导的。结论我们的研究结果支持了ICAP框架，并为医学教育提供了实际的启示，这说明了在讨论之前，学生在参加诸如自学和问题生成之类的积极学习活动时会学到更多。结果这些结果表明，在比较总分时，自学和问题组的表现最高，而演讲和总结组的表现最低。通过对精神努力的分析，可以确认，不同的学习条件和测试后表现之间的关系是由测试过程中的精神努力所介导的。结论我们的研究结果支持了ICAP框架，并为医学教育提供了实际的启示，这表明，在讨论之前，学生在参加诸如自学和问题生成之类的积极学习活动时会学到更多。可以证实，不同的学习条件和测试后表现之间的关系是由测试过程中的智力努力所介导的。结论我们的研究结果支持了ICAP框架，并为医学教育提供了实际的启示，这表明，在讨论之前，学生在参加诸如自学和问题生成之类的积极学习活动时会学到更多。可以证实，不同的学习条件和测试后表现之间的关系是由测试过程中的智力努力所介导的。结论我们的研究结果支持了ICAP框架，并为医学教育提供了实际的启示，这表明，在讨论之前，学生在参加诸如自学和问题生成之类的积极学习活动时会学到更多。