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The Relationship Between Laterality and Achievement on a Bi-Modal Learning Task in Continuing Medical Education
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The Relationship Between Laterality and Achievement on a Bi-Modal Learning Task in Continuing Medical Education
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Dissertation
The Relationship Between Laterality and Achievement on a Bi-Modal Learning Task in Continuing Medical Education
1987
Overview
The purpose of the present study was to investigate the relationship between laterality, a \"preferred hemispheric mode\", and achievement, in Continuing Medical Education on a bi-modal learning task in which one part of the task appears well suited to a verbal-analytic processing mode and the other part is well suited to a visual-performance holistic mode of processing. The 161 subjects were medical doctors, registered nurses, medical students, and paramedics, 25 to 60 years of age, who were enrolled in the Advanced Cardiac Life Support (ACLS) course of the American Heart Association (AHA). Subjects were measured on six different variables of laterality that were combined to yield a composite score which became the independent variable for the study. Dependent measures were the ACLS Written Test and the ACLS Performance Test achievement outcomes. Multiple Regression analysis detected significant relationships between intelligence, location (control co-variates for this study), and ACLS Performance Test achievement (a dependent variable) with ACLS Written Test achievement outcomes. Laterality was not found to be related to either ACLS Written or Performance Test achievement. A Chi-Square analysis revealed a nonsignificant (p > .05) relationship of laterality with differential pass-fail ACLS Written and Performance Test achievement outcomes. Task complexity factors and whole brain functioning were discussed as explanations for the findings.
