Do Medical Students Construct Reasoned Arguments During Problem-Based Learning? An Analysis of Medical Students' Argumentation

• In Event: Problem-Based Education SIG Full Paper Session: Argumentation, Motivation, and Problem-Solving Dynamics in Problem-Based Education

Abstract

This study aimed to analyze medical students’ argumentation during small group’s hypothetico-deductive reasoning (HDR) in problem-based learning (PBL). Two PBL groups of 7 to 8 first-year preclinical students at a Korean medical school participated in this study. Students’ arguments were analyzed using a coding scheme including four types of argument, and the numbers of each type of argument constructed during each HDR phase were calculated. This study found that types of students’ arguments were unbalanced; students predominantly made claims without any justifications and they had difficulty providing warrants to connect their claims and data. The results of this study suggest that scaffolding strategies are needed to enhance the quality of medical students’ argumentation during HDR processes in PBL.

Authors

• Hyunjung Ju, University of Georgia

• Ikseon Choi, University of Georgia

• Bo Young Yoon, Inje University College of Medicine

• Jong Tae Lee, Inje University College of Medicine

• Byoung Doo Rhee, Inje University College of Medicine