Self-reported confidence in knowledge increased in both groups after dramatization¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Average self-rated confidence rose significantly from pretest to immediate posttest in both groups (Group A from 1.46 to 2.23; Group B from 1.35 to 2.29). → Dowlati 2016 q3 i? Group A students were more confident after dramatization than Group B students were after lecture alone (p=0.04822). → Dowlati 2016 (2)

Evidence¶

Dowlati 2016¶

Dowlati, E., Musick, D. W., Zhang, L., Thornton, K., & Carvalho, H. (2016). Use of Dramatization to Teach Cardiac Cycle Physiology to Medical Students. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v4i9.1603

q3 · i? · causal · r2

Confidence was rated on a five-category scale (insufficient, okay, good, very good, excellent) at pretest, posttest, and follow-up. The article reports a significant pretest-to-posttest confidence difference for both groups; the printed averages are descriptive with no effect size.

"For Group A, average confidence increased from 1.46 to 2.23, and for Grou p B, average confidence increased from 1.35 to 2.29."

Dowlati 2016 (2)¶

Dowlati, E., Musick, D. W., Zhang, L., Thornton, K., & Carvalho, H. (2016). Use of Dramatization to Teach Cardiac Cycle Physiology to Medical Students. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v4i9.1603

q3 · i? · causal · r1

Cross-group confidence comparison: the article reports that "Group A students were more confident in their knowledge after participating in the drama than were Group B students who experienced lecture alone," with the printed p-value 0.04822 and no effect size.

"There was a statistically s ignificant difference between the posttest confidence level of Group A and the pretest confidence level of Group B (0.04822 )."

Discussion¶

Related Claims¶

• Dramatization alone produced immediate posttest scores equal to lecture followed by dramatization in first-year medical students — related
• Knowledge scores increased significantly from pretest to immediate posttest in both instruction-order groups — related
• Anatomy Glove Learning System improved hand-anatomy knowledge in both groups, with 3D-group self-confidence increasing over time while 2D-group confidence declined — related
• Both groups retained cardiac cycle knowledge equally well at the six-month follow-up assessment — related