Sven Benson|Katharina Schmidt|Julian Kleine?Borgmann|Stephanie Herbstreit|Manfred Schedlowski|Anke Hollinderbäumer
Can positive expectations help to improve the learning of risk literacy? A cluster-randomized study in undergraduate medical students
University of Duisburg-Essen|University of Duisburg-Essen|University of Duisburg-Essen|University of Duisburg-Essen|University of Duisburg-Essen|Karolinska Institutet|Johannes Gutenberg University Mainz
risk literacy ie ability calculate apply risk parameters represents key competence risk communication medical decision making however risk literacy reportedly low medical students successful acquisition statistical competencies often difficult hampered emotional learning obstacles calling interventions support learning clusterrandomized study aimed translate findings placebo research medical education specifically tested acquisition risk literacy seminar unit facilitated positive expectations induced positive nonthreatening framing content learning goalsthe study took place mandatory 25h seminar risk literacy 2nd year medical students seminar teaches statistical knowledge application patient communication test effects expectations risk literacy acquisition otherwise identical seminar framed either communication training positive framing condition statistics seminar negative framing condition n 200 students semester invited participate clusterrandomized positive negative framing condition 4 seminar groups condition risk literacy assessed quick risk test qrt beginning end seminar along statistics anxiety subjective learning success using questionnairesdata n 192 students included end seminar risk literacy increased framing conditions significantly greater increase qrt scores positive framing condition statistics anxiety significantly decreased framing conditions evidence group differences subjective learning success overall high comparable groupssupporting hypothesis positive framing led significantly greater increase risk literacy ie qrt scores data offer first support positive framing learning goals may help facilitate acquisition statistical knowledge expectationorientated interventions may thus offer feasible tool optimize learning settings framing learning objectives medical statistics courses