When to Inquire and When to Instruct: Prior Knowledge and Element Interactivity in Medical Learning

Description

This dataset contains the anonymised data collected for a study examining the effects of instructional sequence (explicit instruction followed by inquiry vs inquiry followed by explicit instruction) and prior knowledge on conceptual learning in clinical pharmacology. Data were screened for completeness prior to analysis. Participants with missing data in key variables (pre-test, post-test, or instructional intervention) were excluded. Pretest scores were mean-centred for inferential analyses. No personally identifiable information is included in the dataset. All data have been fully anonymised before sharing. The study was conducted in accordance with institutional ethical guidelines, and participants provided informed consent. This dataset enables full replication of the statistical analyses reported in the associated manuscript. Additional materials (e.g., analysis scripts, instruments) may be provided in the Mendeley Data repository to support transparency and reproducibility.

Institutions

• Universidad Israel

  Pichincha, Quito
• Instituto Superior Universitario Rumiñahui

  Pichincha, Sangolqui

Categories

Licence