A03: Development of Domain-Specific Critical Online Reasoning (DOM-COR) Skills in Medical Students during Their Preclinical Studies

鉴于最近医疗信息领域的变化，例如数据密集型精准医学的出现，医学教育面临着为学生提供必要技能的挑战，使他们能够驾驭这一信息领域并做出合理的决策。因此，培养批判性在线推理（COR）技能作为医学研究的一部分是必不可少的——当学生使用互联网检索有关患者病例的信息和解决专业（例如诊断）问题时，这种技能是至关重要的。缺乏特定领域（DOM-）的COR技能可能导致获得误解或误用知识，最终危及患者安全。为了通过训练干预培养医学生的DOM-COR，必须首先对适当的技能进行有效的评估。在以往研究的基础上，A03旨在开发有效的评估(1)充分描述医学生的DOM-COR，(2)预测学术研究期间DOM-COR的发展，以及(3)预测学习成果。基于场景的任务将用于有效测量DOM-COR认知技能的三个方面：搜索在线信息；对信息的批判性评价；基于证据的推理和信息的综合。一项针对医学学习头三年的纵向研究将检验医学课程对DOM-COR技能发展的影响，该研究以随机抽样的n=300名医学生为基础，以n=300名物理系学生作为对照组。使用基于互联网的任务以及基于互联网的模拟任务，我们将通过评估学生在学习期间专门参加哪些课程和研究相关活动来调查医学课程的影响。我们还将考虑其他关键影响因素（例如，个人学习先决条件以及与DOM-COR任务或所使用的在线材料的特定属性的相互作用）。A03将为医学生的DOM-COR技能如何纵向发展提供证据。我们将阐明课程和已使用的学习机会在学习过程中所起的作用，以及在这方面主要的个人和环境因素的影响。我们将进一步阐明在多大程度上DOM-COR技能档案可以发现医学生。最后，DOM-COR技能对医学学习的成功有多重要的问题将得到回答。结果应证实第二阶段的研究，其中将开发有针对性的（可能是适应性的）干预措施，以培养医学DOM-COR技能。A03中生成的独特数据集将允许通过提供(a)医学（和物理学）学生的DOM-COR表现的心理测量数据，(b)学生使用的在线材料数据-在b项目中作为“信息景观”详细分析，以及(c)日志文件形式的DOM-COR过程数据-在c项目中详细分析。

Given the recent changes in the medical information landscape, such as the emergence of data-intensive precision medicine, medical education faces the challenge of equipping students with the necessary skills to navigate this information landscape and make well-reasoned decisions. Developing critical online reasoning (COR) skills as part of medical studies is therefore essential – such skills are critical when students use the Internet to retrieve information about patient cases and solve professional (e.g. diagnostical) problems. A lack of domain-specific (DOM-)COR skills may lead to acquisition of misconceptions or misapplication of knowledge, ultimately compromising patient safety. To foster medical students’ DOM-COR through training interventions, the appropriate skills must first be validly assessed. Building on previous research, A03 aims to develop valid assessments to (1) adequately describe DOM-COR in medical students, (2) predict DOM-COR development during academic studies, and (3) predict learning outcomes. Scenario-based tasks will be used to validly measure three DOM-COR cognitive skill facets: searching for online information; critical evaluation of the information; evidence-based reasoning and synthesizing of the information. A longitudinal study over the first three years of medical studies will examine the effects of the medical curriculum on the development of DOM-COR skills based on a random sample of n=300 medical students, with n=300 physics students serving as a comparison group. Using Internet-based tasks as well as Internet-like simulation-based tasks, we will investigate the impact of the medical curriculum by assessing which courses and research-related activities students specifically take during their studies. We will also consider other key influencing factors (e.g., individual learning prerequisites and interactions with specific properties of DOM-COR tasks or online materials used). A03 will generate evidence on how medical students’ DOM-COR skills develop longitudinally. We will clarify which role the curriculum and used learning opportunities play during studies, and which impact key personal and contextual factors have in this regard. We will further clarify to what extent DOM-COR skill profiles can be found in medical students. Finally, the question of how crucial DOM-COR skills are for medical study success will be answered. Results should substantiate a 2nd research phase in which targeted (and possibly adaptive) interventions will be developed to foster medical DOM-COR skills. The unique data set generated in A03 will allow for comprehensive cross-project interdisciplinary data analyses by providing (a) psychometric data on DOM-COR performance of medical (and physics) students, (b) data of online materials used by the students – analyzed as ‘information landscapes' in detail in B-projects, and (c) DOM-COR process data in the form of log files–analyzed in detail in C-projects.