CoSiMed – Facilitating collaborative diagnostic competences in the collaboration of physicians: Effects of adapting scaffolds to the professional knowledge base of collaboration partners

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The sub-project 6 of the Research Unit FOR 2385 investigates how the use of adaptive scaffolding in simulation-based learning environments can facilitate collaborative diagnostic competences in the medical context. In the first funding phase, a process model for collaborative diagnosing with different knowledge bases (CDR) was developed and used to explain the relationships between individual and collaborative diagnostic activities, as well as the relevant professional knowledge bases. In addition, a simulation in which medical students in the role of an internist consult a simulated radiologist in order to jointly solve patient cases, was developed and validated. In the simulation, scaffolding is used to support the medical students in the processing of patient cases. Building upon the results from the first funding phase and more recent findings according to which the effectiveness of scaffolding might depend on prior knowledge, two main goals will be pursued in the second funding phase. First, the relationships assumed in the CDR model will be examined across studies and domains. Second, it is to be examined whether an adaptation of scaffolding to the learning requirements improves the effect of scaffolding in simulation-based learning in medicine. In study 1, process data of approx. 540 participants of sub-projects 5 and 6 from the first funding phase will be re-analyzed for the examination of the relationships assumed in the CDR model across domains. In the quasi-experimental study 2 (N=128 medical students), the effect of high- and low structured reflection phases on the promotion of collaborative diagnostic competences among medical students with favorable and less favorable learning requirements will be investigated. A positive effect of higher structuring of reflection phases on the learning of diagnostic competence among learners with lower learning prerequisites is expected. The experimental study 3 (N=128 medical students) will scrutinize whether collaboration scripts that are optimized for homogeneous or heterogeneous constellations of diagnostic competences, show different effects when learning with different constellations of diagnostic competences. It is expected that for homogeneous or heterogeneous constellations of collaborative diagnostic competences different collaboration scripts are effective, and that adapted collaboration scripts, therefore, have better effects on the learning of diagnostic competences than non-adapted ones. With the planned studies, this sub-project thus contributes to the gain of knowledge regarding the further validation of a theoretical model (CDR model) as well as regarding the adaptation of scaffolding to different learning requirements for simulated collaborative diagnosing in a medical context.