ViA-ScAn - Fostering of diagnostic competences in medical history taking: Effects of adaptation of scaffolds in video simulations

ViA-ScAn - 培养病史采集中的诊断能力：视频模拟中支架适应的效果

• 批准号: 316711807
• 负责人: Professor Dr. Martin R. Fischer
• 金额: --
• 依托单位: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie
• 依托单位国家: 德国
• 项目类别: Research Units
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/316711807?language=en
• 关键词: ViA; ScAn; Fostering; diagnostic; competences

Project 4 of the DFG Research Unit COSIMA focuses on the effects of different types of scaffolding on diagnostic activities (learning processes) and on the acquisition of diagnostic competences in simulation-based learning in medicine. In the first project phase, effects of structured reflection and role-taking on the acquisition of diagnostic competences were examined in live simulations, video simulations, and role-plays. Knowledge tests and realistic simulations of history-taking with patients suffering from dyspnea were created and successfully validated. Results from a validation study indicate that diagnostic competences can be measured reliably and validly in video and live simulations of medical history-taking. Strategic knowledge turned out to be a predictor of diagnostic quality in the simulations. A slightly enhanced simulation is being applied in the ongoing intervention studies of the first funding phase. Regarding the acquisition of diagnostic competences, findings from a recent meta-analysis of the research unit suggest that learners with low prior knowledge benefit more from worked examples that require low self-regulation skills. Learners with high prior knowledge, however, benefit more from reflection phases that require high self-regulation skills. Study 1 of the second funding phase of TP 4 will investigate effects of different types of scaffolds, namely worked examples and reflection phases, on diagnostic activities and on the acquisition of diagnostic competences in students learning with typical cases in video simulations. The type of scaffold will be assigned to study participants based on the assessment of their prior knowledge at the beginning of the learning phase (macro-adaptation). In study 2, TP 4 and TP 7 will conduct a joint reanalyis of data from the first funding phase to compare learning processes and contents of structured reflection from role-plays in different domains. Study 3 will focus on case typicality as a crucial context factor for the acquisition of diagnostic competences in medicine. Analogously to study 1, effects of worked examples and reflection phases on diagnostic activities and the acquisition of diagnostic competences will be examined. The type of scaffold will again be assigned based on prior knowledge, but students will learn with atypical cases this time. Finally, data from studies 1 and 3 will be aggregated and analysed to compare effects of case typicality on diagnostic activities and on the acquisition of diagnostic competences in learners with different levels of prior knowledge who were supported with different types of scaffolds. In summary, TP 4 strives to generate evidence for the effectiveness of the adaptation of different types of scaffolds for the acquisition of diagnostic competences in simulation-based learning environments. This project will be the first to investigate the effects of the context factor case typicality depending on prior knowledge.

DFG研究单位COSIMA的项目4侧重于不同类型的支架对诊断活动（学习过程）的影响，以及在医学模拟学习中获得诊断能力。在第一个项目阶段，结构化反思和角色扮演对诊断能力的收购的影响进行了研究，在现场模拟，视频模拟和角色扮演。创建并成功验证了对患有呼吸困难的患者进行病史采集的知识测试和现实模拟。一项验证研究的结果表明，诊断能力可以在病史采集的视频和现场模拟中可靠有效地测量。战略知识原来是一个预测诊断质量的模拟。在第一个供资阶段正在进行的干预研究中，正在采用一种略有改进的模拟方法。关于收购的诊断能力，从最近的元分析的研究单位的结果表明，低先验知识的学习者受益更多的工作的例子，需要低自我调节技能。然而，具有高先验知识的学习者从需要高自我调节技能的反思阶段中受益更多。TP 4第二资助阶段的研究1将调查不同类型的支架，即样例和反思阶段，对诊断活动和学生在视频模拟中学习典型案例时获得诊断能力的影响。在学习阶段（宏观适应）开始时，根据对研究参与者先前知识的评估，将支架类型分配给研究参与者。在研究2中，TP 4和TP 7将对第一个资助阶段的数据进行联合重新分析，以比较不同领域角色扮演的学习过程和结构化反思的内容。研究3将集中在典型的情况下，作为一个关键的背景因素，在医学诊断能力的收购。类似于研究1，工作的例子和反思阶段对诊断活动和诊断能力的收购的影响将被检查。支架的类型将再次根据先前的知识分配，但学生将学习与非典型的情况下，这一次。最后，从研究1和3的数据将被汇总和分析，以比较案例典型性对诊断活动的影响，并在获得诊断能力的学习者与不同水平的先验知识谁支持与不同类型的支架。总之，TP 4致力于为在基于模拟的学习环境中获得诊断能力的不同类型支架的适应性的有效性提供证据。这个项目将是第一个调查的影响，上下文因素的情况下，典型性取决于先验知识。