The effects of procedural and conceptual knowledge on visual learning
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Date
2024-09
Publication Type
Journal Article, Journal Article
ETH Bibliography
yes
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Abstract
Even though past research suggests that visual learning may benefit from conceptual knowledge, current interventions for medical image evaluation often focus on procedural knowledge, mainly by teaching classification algorithms. We compared the efficacy of pure procedural knowledge (three-point checklist for evaluating skin lesions) versus combined procedural plus conceptual knowledge (histological explanations for each of the three points). All students then trained their classification skills with a visual learning resource that included images of two types of pigmented skin lesions: benign nevi and malignant melanomas. Both treatments produced significant and long-lasting effects on diagnostic accuracy in transfer tasks. However, only students in the combined procedural plus conceptual knowledge condition significantly improved their diagnostic performance in classifying lesions they had seen before in the pre- and post-tests. Findings suggest that the provision of additional conceptual knowledge supported error correction mechanisms.
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Publication status
published
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Book title
Journal / series
Volume
29 (4)
Pages / Article No.
1243 - 1263
Publisher
Springer
Event
Edition / version
Methods
Software
Geographic location
Date collected
Date created
Subject
Procedural knowledge; Conceptual knowledge; Skin lesion classifcation; Melanoma detection; Medical education
Organisational unit
09590 - Kapur, Manu / Kapur, Manu
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Related publications and datasets
Is cited by: https://doi.org/10.3929/ethz-b-000636139
Is cited by: https://doi.org/10.3929/ethz-b-000649117