Conceptual change challenges in medicine during professional development

I. Södervik, M. Mikkilä-Erdmann, M. T.H. Chi

Research output: Contribution to journalArticlepeer-review

11 Scopus citations


This study investigates professional development during medical studies from a conceptual change perspective. Medical students’ conceptual understanding and clinical reasoning concerning the central cardiovascular system were investigated during the first three years of study. Professional development was inspected from the perspectives of biomedical knowledge, clinical knowledge and skills needed to solve a patient case. Biomedical misconceptions regarding false beliefs and mental models were detected. Students with misconceptions were more likely to give lower level answers in clinical application tasks and to make inaccurate diagnoses compared to those students who had accurate conceptual understanding. Based on the results, pedagogical suggestions are discussed.

Original languageEnglish (US)
Pages (from-to)159-170
Number of pages12
JournalInternational Journal of Educational Research
StatePublished - 2019


  • Conceptual change
  • Higher education
  • Medical education
  • Misconception
  • Professional development

ASJC Scopus subject areas

  • Education


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