DFG FOR 2385
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Funding phase 1

Facilitating cooperative medical diagnosing competencies: The effects of cooperation scrips and reflection phases

Professors

PhD Candidates

Project duration

2017 - 2020

Project description

In the first phase of project 6, we developed a document-based simulation. The simulation was implemented in CASUS and tested in a pilot study. In addition, we developed ten complex patient cases, which were validated in an expert workshop. Subsequently, three studies were conducted, in which the learners were supported in the cooperative diagnosis process by different variants of socio-cognitive scaffolding - cooperation scripts as well as reflection phases.
At first, two extensive validation studies were realized, in which in total more than 100 medical students with different levels of prior knowledge as well as nearly 30 internists participated. Within the second study (intervention study) medical students were supported in collaborative diagnostic processes by either a static or adaptive collaboration script. In the current third study, the adaptive collaboration scripts are experimentally varied with the reflection phases using a 2x2 design.

Current Status

  • In 2019, the data analysis from the validation studies will be completed. Furthermore, the implementation of two intervention studies is planned, in which medical students will be supported in their individual and collaborative diagnostic processes by using collaboration scripts and reflection phases.
  • In 2018, two validation studies took place, in which more than 100 medical students with different levels of prior knowledge as well as almost 30 internists participated.
  • In 2017, a document-based simulation was developed, implemented in CASUS and evaluated in a pilot study. In addition, ten complex patient cases were developed and validated in an expert workshop.

Conference Contributions

  • Radkowitsch, A., Vogel, F., & Fischer, F. (2018, September). Good for Learning, Bad for Motivation? A Follow-Up Meta-Analysis on the Effects of CSCL Scripts. Presentation held at the EARLI SIG 20 and 26, Jerusalem, Israel.
  • Radkowitsch, A., Fischer, M., Schmidmaier, R., & Fischer, F. (2018, Oktober). Validating a Simulated Learning Environment to Foster Collaborative Clinical Reasoning. Poster presented at the EARLI SIG 20 and 26, Jerusalem, Israel.
  • Radkowitsch, A., Vogel, F., & Fischer, F. (2018, September). Good for Learning, Bad for Motivation? A Follow-Up Meta-Analysis on the Effects of CSCL Scripts. Presentation held at the 51th Congress of the DGP, Frankfurt a. M., Germany.
  • Radkowitsch, A., Fischer, F., Fischer, M., Schmidmaier, R., & Gerstenkorn, H. (2018, März). Fosering the Collaborative Diagnostic Competences of Medical Students by Using Simulations. Poster presented at the REASON Spring School, Munich, Germany.
  • Radkowitsch, A., Codreanu, E., Schauberger, J., DFG Forschungsgruppe FOR 2385 (2018, Februar). Validierung von simulationsbasierten Lernumgebungen zur Förderung von Diagnosekompetenzen. Die Wahrnehmung von Presence in simulierten Diagnosesituationen in verschiedenen Domänen. [Validation of simulation-based learning environments to foster diagnostic competences. The perception of presence in simulated diagnostic situations in different domains.] Presentation held at the 6th Conference of the Association of the Empirical Educational Research, Basel, Switzerland.

Publications in Journals

  • Radkowitsch, A., Vogel, F., & Fischer, F. (2020). Good for Learning, bad for Motivation? A Meta-Analysis on the Effects of Computer-Supported Collaboration Scripts. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-020-09316-4