Fallbasiertes Lernen mit fehlerhaften Lösungsbeispielen in der Medizin: Effektivität von unterschiedlichen instruktionalen Fehlern und Selbsterklärungsprompts

医学生诊断能力的学习可以有效地通过基于案例的工作例子来培养，这些例子包括教学错误（例如，Stark，Kopp，& Fischer，2011）.本课题旨在深化和拓展对案例教学的认识，但目前的教学效果并不一致。在一个领域（动脉高血压）教学错误是有益的，如果他们结合精心制作的反馈。当诊断决策仅被定性为错误时，教学错误甚至对诊断能力的获得产生负面影响。在不同的医疗领域（甲状腺功能亢进症），收购的诊断能力，精心制作的反馈，促进了这种效果在很大程度上是独立的提供的教学错误。除了特定领域的解释，不同类型的教学错误可能占这些结果，因为在这两个领域的教学错误的操作在一个部分不同的方式。为了回答这个问题，教学错误的领域和类型需要通过实验来改变。本研究的一个重要目的是分析不同类型的教学错误和领域特定因素对诊断能力的影响。第二个开放性问题关注教学错误对学习的作用机制。在先前的工作中，有迹象表明，教学错误促进信息处理的质量。这个项目旨在确定过程中，支持的教学错误。此外，本文还探讨了不同类型的错误和领域特定因素对学习过程的影响。第三个问题是关于教学错误学习的教学支持问题。在以前的工作中，通过提供详细的反馈来实现教学支持。然而，这种方法可能会导致对学习的消极态度。因此，自我解释的有效性提示诱导将被调查。提示应在多大程度上是一般性的，即独立于内容因素，或具体到所实施的错误，迄今尚未进行系统的调查。此外，提示的特殊性如何影响学习过程的问题仍然悬而未决。我们假设自我解释提示的有效性受到学习者特征的调节。先前的诊断能力的影响，也是动机变量的诊断能力的收购和自我解释提示的有效性需要更详细的研究。此外，还必须分析我们的教学方法产生的效果在多大程度上是稳定的。此外，还计划进行一项实地研究，以回答这些影响在多大程度上有助于加强医学教育的问题。

Learning of diagnostic competence in medical students can effectively be fostered through case-based worked examples which include instructional errors (e.g., Stark, Kopp, & Fischer, 2011). The project outlined is supposed to deepen and broaden the knowledge on case-based learning with instructional errors.So far the effects of our instructional approach were partly inconsistent. In one domain (arterial hypertension) instructional errors were only beneficial if they were combined with elaborated feedback. The instructional errors even had negative effects on the acquisition of diagnostic competence when diagnostic decisions were only qualified as wrong. In a different medical domain (hyperthyroidism), acquisition of diagnostic competence was fostered by elaborated feedback; this effect was largely independent from the provision of instructional errors. In addition to domain-specific explanations, different types of instructional errors may account for these results because in both domains instructional errors were operationalized in a partly different way. To answer this question, domain and type of instructional error need to be varied experimentally. An important goal of this project is to analyze the effects of different types of instructional errors and of domain-specific factors on diagnostic competences.A second open question focuses on the working mechanisms of learning with instructional errors. In prior work there were hints that instructional errors foster the quality of information processing. This project seeks to identify processes that are supported by instructional errors. In addition, effects of different types of errors and domain specific factors on learning processes are investigated.A third question concerns the issue of instructional support for learning with instructional errors. In prior work instructional support was realized by providing elaborated feedback. However, this method can contribute to a passive attitude towards learning. Therefore, the effectiveness of self-explanation induced by prompts will be investigated. The extent to which prompts should be general, that is independent from content factors, or specific to the errors implemented has not been investigated systematically so far. Moreover, the question remains open how the specificity of the prompts influences the learning process. We suppose that the effectiveness of self-explanation prompts is moderated by characteristics of the learner. The influence of prior diagnostic competence, and also of motivational variables on the acquisition of diagnostic competence and on the effectiveness of self-explanation prompts needs to be studied in more detail. In addition, it has to be analyzed to what extent the effects generated by our instructional approach prove stable. Furthermore, a field study is planned to answer the question how far these effects can contribute to enhance medical education.