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

2385研究股的分项目6调查了在模拟学习环境中使用自适应脚手架如何促进医疗方面的协作诊断能力。在第一个资助阶段，开发了不同知识库(CDR)的协作诊断过程模型，用于解释个体诊断活动与协作诊断活动以及相关专业知识库之间的关系。此外，还开发并验证了医学生扮演内科医生的角色咨询模拟放射科医生以共同解决患者病例的模拟。在模拟中，使用脚手架来支持医学生处理患者病例。根据第一个供资阶段的结果和最近的调查结果，脚手架的效力可能取决于先验知识，在第二个供资阶段将实现两个主要目标。首先，CDR模型中假设的关系将跨研究和领域进行检查。其次，要研究的是，支架适应学习要求是否改善了支架在医学模拟学习中的效果。在研究1中，处理数据约为。将对第一供资阶段分项目5和6的540名参与者进行重新分析，以审查CDR模型中假定的跨域关系。在准实验研究2(N=128名医学生)中，将调查高和低结构反思阶段对学习要求有利和不利的医学生协作诊断能力的促进作用。在学习条件较低的学习者中，较高的反思阶段结构对诊断能力的学习有积极的影响。实验研究3(N=128名医学生)将仔细研究为诊断能力的同质或异质星座而优化的协作脚本在学习不同诊断能力星座时是否显示出不同的效果。预计对于同质或异质的协作诊断能力星座，不同的协作脚本是有效的，因此，适应的协作脚本对诊断能力的学习比未适应的协作脚本具有更好的效果。通过计划的研究，这个子项目因此有助于获得关于进一步验证理论模型(CDR模型)的知识，以及关于脚手架适应医学背景下模拟协作诊断的不同学习要求的知识。

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.