The power of the plural: effect of conceptual analogies on successful transfer.
BACKGROUND
Transfer, using a previously learned concept to solve a new, apparently different problem, is difficult. Students who know a concept will typically only be able to access it to solve new problems 10% to 30% of the time. However, one solution is to have students work through parallel, apparently different problems.


METHODS
Learning materials for three cardiology-related concepts--Laplace Law, Starling Law, and Right Heart Strain--were devised. One group read a physiological explanation; two other groups read a combination of physiological and mechanical explanations, either paired up or separate. The sample was students in an undergraduate health sciences program (n = 35) who did the study for course credit. Outcomes were measured by accuracy of explanation on a test of nine clinical cases, as rated by one clinician on a seven-point scale.


RESULTS
Groups who read two explanations did significantly better on the test, with mean scores of 3.6/5 and 4.1/5 versus 1.8/5 for the single group. Effect sizes were 1.3 and 1.7, respectively, against the single-example group.


CONCLUSIONS
Active learning with multiple examples can have large effects on a student's ability to apply concepts to solve new problems.
Norman
Geoffrey
G
MDCL 3519, McMaster University, 1200 Main St. W., Hamilton ON L8N 3Z5, Canada. norman@mcmaster.ca
Dore
Kelly
K
Krebs
Jennifer
J
Neville
Allan J
AJ
D003210:Concept Formation; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D018794:Problem-Based Learning / Q000379:methods*; D013337:Students, Medical; D014163:Transfer, Psychology