Additionally, the test phase was delayed in these experiments for the groups most expected to reveal an influence of reasoning instruction (i.e., the more novice trainees).
5 9–11 The best approach for teaching clinical reasoning and the extent to which biomedical instruction should be supplanted or supplemented by clinical reasoning instruction (acknowledging the fundamental role content knowledge plays in reasoning) are unknown.
Prior successes of reasoning instruction interventions were all within the realm of visual diagnosis (Ark et al. 2006, 2007; Hatala et al. 1999; Regehr et al. 1994), where the cognitive load is constrained to a visual space.
We incorporated both a learning and practice phase to encourage the use of the reasoning instruction; a successful approach in previous studies (Ark et al. 2006, 2007; Eva et al. 2007).
Based on the reasoning that instructions regarding a sexual stimulus influence the appraisal of that stimulus, the present results provide preliminary support for current information processing models on sexual arousal to the extent that appraisal is assumed to modulate levels of genital and subjective sexual arousal (Janssen et al., 2000; Laan & Janssen, 2007).
Analysis of variance revealed that an instructor's teaching method had a highly significant effect (p < 0.01) on student reasoning following instruction for all questions.
These results are not surprising because research shows that inquiry instruction improves reasoning abilities over didactic instruction in college introductory biology classes (Lawson and Johnson [2002], Jensen and Lawson [2011]).
Participants rated eight Olympic dives at two points in time, 30 min apart, under both reasoning and control instructions, which were then correlated with the scores the dives received from the Olympic judges.
We used a pre/posttest study design to do this, in which all students in the class answered a question requiring hypothetico-deductive reasoning immediately before instruction and another question immediately after instruction.
Changes in pre- to postinstruction scores on the DQCs showed that an instructor's teaching method had a highly significant effect on student reasoning following course instruction, especially for questions pertaining to cellular-level, carbon-transforming processes.
