Key points are not available for this paper at this time.
This study examined the effectiveness of a program for teaching complex medical concepts, the rationale of antacid therapy, to clinic patients with peptic ulcer. Those who already knew the rationale were excluded, and the remaining patients were divided into three groups: I. taught the rationale, II. taught other materials, III. untaught control. Teaching proved effective when: (1) basic concepts were identified and taught, (2) important misconceptions were eliminated, and (3) patient's attention was maintained and their progress monitored with the Socratic method. The key facts were acquired by 85 per cent of the patients within four sessions. However, application of the learned concepts in solving new problems varied with the intelligence of the patient. Certain misconceptions could not be eliminated by the teaching.
Caron et al. (Tue,) studied this question.