Abstract

Cognitive models in psychology suggest that information recall and problem solving are highly dependent on so‐called schemata. In this article, we describe the design of two different schema training systems used in the introductory phase of the first year of problem‐based medical study in Maastricht. Pure schema training did not differ from schema training integrated with metacognitive training on when and how to use the schema technique in terms of quality of schemata made. However, the latter approach seems to lead to more frequent and more flexible use of schemata in problem‐based learning.

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.