Funding phase 1:
Facilitating interactive diagnostic competences in simulated clinical history taking: The effect of role and various reflection phases
Project 4 aims to foster clinical reasoning skills in history-taking, an essential interactive diagnostic situation. Three studies will be conducted to investigate the effects of assigned role (doctor, patient, observer) and structured reflection on the clinical reasoning process and the acquisition of clinical reasoning skills.
Funding phase 2:
ViA-ScAn - Fostering diagnostic skills in clinical history taking: The effects of adapting scaffolds in video simulations
Project 4 (TP 4) deals with possibilities of promoting diagnostic skills in the clinical history taking. In two studies, the influence of scaffolding types, solution examples and reflection phases on diagnostic activities in the learning process as well as on the acquisition of diagnostic competence in learning will be investigated using video simulations with typical and atypical cases. In a further study, in close coordination with project 7, learning process data and reflection contents of the role play simulations from the first funding period will be re-analysed in order to enable a domain comparison (medicine and mathematics didactics).