Ambiguity and Clarity during Learning Behavior in Medical Informatics Practice

Abstract

 Students’ learning behavior in information science practice were analyzed from the viewpoints as the latency. The items you can know in potential ranks from answers of questionnaires in last year were indicated, but when the presence of structural characteristics were confirmed once again using item entropy, the items it doesn’t go along was judged as looseness of a reaction of an answer, and the former could see latency, and item entropy were the big tendency for these. The latter couldn’t see latency and item entropy were low values. Item entropy could think there were spread of dispersion of consciousness or own awareness from points as learning behavior by the big item, and this tendency didn’t change through whole practice period. The similarity in multidimensional scaling and cluster analysis were same state. It seems also to develop from these points as analysis that more learning behavior were quantitative into own others’ relationship.