Funding phase 2
CoSiMed - Facilitating cooperative medical diagnosing competencies: The effects of the adaptation of scaffolding to the professional knowledge base of the collaboration partners
Effects of reflection on the collaborative diagnostic process of learners with different amounts of prior knowledge and learning analytics for adaptive scaffolding.
Professors
PhD Candidates
Project duration
2020 - 2023
Project description
The focus of the second project phase of TP6 is a comprehensive experimental study with approximately 200 medical students, that could not be conducted until the summer of 2022 due to COVID-19 pandemic-related delays and restrictions. Based on these data, two studies are planned: The first study will further investigate the effectiveness of reflection phases considering prior knowledge. For this purpose, low- and high-structured reflection phases as support for the collaborative diagnostic process were developed. Their effectiveness will be investigated by considering learners' prior knowledge. For the second study, additional learning prerequisite data (e.g., self-regulation skills) were collected to supplement previous learning process data using learning analytics methods. This will identify both learners with support needs and the causes of these needs. The goal is to create a basis for adaptive learning support. In the third planned study, based on data from the previous studies of both funding phases of TP6 and TP5, we will investigate to what extent relations between the explanatory factors of diagnostic quality in collaborative diagnosis can be statistically proven and whether these exist across contexts and studies.
Current Status
- Study 1: Data collection completed in summer 2022
- Study 2: Data collection completed in summer 2022
- Study 3: Data from 600 medical students from TP6 are available
- Two journal articles in the review process
Publications in Journals
- Brandl, L., Richters, C., Radkowitsch, A., Obersteiner, A., Fischer, M.-R., Schmidmaier, R., Fischer, F., & Stadler, M. (2021). Simulation-Based Learning of Complex Skills: Predicting Performance With Theoretically Derived Process Features. Psychological Test and Assessment Modeling, 63(4), 542-560. https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2021-4/PTAM__4-2021_6_kor.pdf
- Heitzmann, N., Stadler, M., Richters, C., Radkowitsch, A., Schmidmaier, R., Weidenbusch, M., & Fischer, M. R. (2022). Learners’ adjustment strategies following impasses in simulations—Effects of prior knowledge. Learning and Instruction, 101632. https://doi.org/10.1016/j.learninstruc.2022.101632
- Richters, C., Stadler, M., Radkowitsch, A., Behrmann, F., Weidenbusch, M., Fischer, M.R., Schmidmaier, R., & Fischer, F. (2022). Making the rich even richer? Interaction of structured reflection with prior knowledge in collaborative medical simulations. In A. Weinberger, W. Chen, D. Hernández-Leo, & B.Che (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 155-162). International Society of the Learning Sciences. https://2022.isls.org/proceedings/ → Best Paper Award
Conference Contributions
- Brandl, L., Richters, C., Radkowitsch, A., Obersteiner, A., Fischer, M.-R., Schmidmaier, R., Fischer, F., & Stadler, M. (2022, August/September). Complex Skills in Simulations: Predicting Performance with Theoretically Derived Process Features. Paper presented at EARLI SIG 27 Conference, Southampton, England
- Brandl, L., Richters, C., Radkowitsch, A., Obersteiner, A., Fischer, M.-R., Schmidmaier, R., Fischer, F., & Stadler, M. (2022, September). Komplexes Problemlösen in Simulationen: Vorhersage von Performanz anhand theoriebasierter Prozessmerkmale. Paper presented at DGPS 2022, Hildesheim, Deutschland
- Richters, C., Stadler, M., Radkowitsch, A., Behrmann, F., Weidenbusch, M., Fischer, M.R., Schmidmaier, R., & Fischer, F. (2022, August 22-24). Learning to diagnose cases collaboratively in medicine: Who benefits from structured reflection and collaboration scripts in simulations? [Poster presentation]. EARLI Sig 6/7
- Richters, C., Stadler, M., Radkowitsch, A., Schmidmaier, R., Fischer, M.R., & Fischer, F. (2021, April 8-12). It Only Takes Two Minutes: Predicting Successful Diagnoses in Medical Training Simulations Based on Task Behavior [Poster presentation]. American Educational Research Association (AERA) Virtual Annual Meeting. https://aera21-aera.ipostersessions.com/default.aspx?s=89-F5-1A-4B-E8-C2-29-85-75 -63-61-20-AB-C5-48-D1&guestview=true
- Richters, C., Stadler, M., Radkowitsch, A., Behrmann, F., Weidenbusch, M., Fischer, M.R., Schmidmaier, R., & Fischer, F. (2022, August 22-24). Learning to diagnose cases collaboratively in medicine: Who benefits from structured reflection and collaboration scripts in simulations? [Poster presentation]. EARLI Sig 6/7 → Nominierung Best Poster Award