Article summary - Coursework Example

Influences of Deep Learning and Need For Cognition The ability to recall and apply disciplinary specific knowledge is one of the competences that a medical student must acquire. There are several ways of assessing this competences which include using open book tests, and use of closed book tests. It is easy to note that most of the students use deeper learning approach in the preparation of closed book test than in the preparation of open book test (Marjolein, Kuks, Hofman & Cohen-Schotanus, 2010).

This study focuses on the relationship between the concept of deep learning and the need for cognition, and open and closed book test results.The study was carried out in the University Medical Center Groningen and the main objective of the study was to examine the inter-connection of deep learning, need for cognition and preparation time. Another objective is to examine the scores on open and closed book tests. Methods were setup to help in the study, which includes the use of questionnaire.

Four hundred and twenty three second year students were provided with the questionnaire, which asked on deep information processing and its main agenda was to measure the level of deep learning, scale for need for cognition. The scale for need of cognition was used to measure the level of cognition (Marjolein, Kuks, Hofman & Cohen-Schotanus, 2010). They were also required to time they spent on preparation on tests. These measures were then related to the students’ scores on both of the tests, which include the closed, and the open book tests.

It turned out that only 57% of the students completed the questionnaire. The results showed that the need for cognition affected the scores of both open book test and the closed book test positively with b-coefficients 0.05 and 0.11, respectively. The study outcome measured by the open book test predicted that the results of closed book test are better.The hypothesis of this study was concentrated on investigating the relationship of deep learning, need for cognition and preparation time and the results of the closed and open book tests.

It is expected that the student who use deeper approach in their studies will definitely score high scores in their tests, as they understand thoroughly the learning material they have used. This deduced the first hypothesis that deep learning positively influences both open and closed book test scores. The second hypothesis assumed that the level of need for cognition would positively influence both open- and closed-book test scores. The third hypothesis assumed that preparation time would positively influence both open- and closed-book test scores.

The hypothesis deduced in this study has proved to be supportive. This because the results of the students for instance who use a lot of time in their studies have shown to always have high scores than those that use lesser time in their studies. The hypothesis that cognition positively influences scores is supported by the fact that, both open and closed book tests necessitate complex cognitive activities and the ability to deal and apply an amount of competencies (Marjolein, Kuks, Hofman & Cohen-Schotanus, 2010).

The same happens with the hypothesis that deep learning positively influences the results of both tests. This is because by deep learning the student acquires proper understanding.In summation, the authors deduced that the need for cognition positively influenced the test scores on both open and closed book test contrary to the deep learning that did not necessarily positively influence the scores of the tests. It then portrayed the need for cognition as it represented a valuable extension of the theories of learning.

ReferenceMarjolein H, Kuks J.B, Hofman W.H & Cohen-Schotanus J. (2010) Influences of deep learning need for cognition and preparation time on open- and closed-book test performance. Medical Education. Blackwell Publishing. Vol 44 pg 884-891.