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

2385研究单元的子项目6研究了在基于模拟的学习环境中使用自适应支架如何促进医学背景下的协作诊断能力。在第一个供资阶段，开发了一个具有不同知识库（CDR）的协作诊断过程模型，并用于解释个人和协作诊断活动之间的关系，以及相关的专业知识库。此外，开发并验证了一种模拟，其中内科医生角色的医学生咨询模拟放射科医生，以共同解决患者病例。在模拟中，脚手架被用来支持医学生在处理病人的情况下。根据第一个供资阶段的结果和最近的研究结果，即支架的有效性可能取决于先前的知识，第二个供资阶段将追求两个主要目标。首先，CDR模型中假设的关系将在研究和领域中进行检查。第二，它是要检查是否适应支架的学习要求，提高支架在模拟为基础的学习在医学的效果。在研究1中，过程数据约为。第一个资助阶段的子项目5和6的540名参与者将被重新分析，以检查CDR模型中假设的跨领域关系。在准实验研究2（N=128名医学生），高，低结构化的反思阶段对促进合作诊断能力的医学生有利和不利的学习要求的影响将进行调查。较高的反思阶段的结构对学习者诊断能力的学习具有积极的影响，较低的学习先决条件。实验研究3（N=128名医学生）将仔细检查是否协作脚本，优化同质或异质星座的诊断能力，显示不同的效果时，学习不同星座的诊断能力。预期对于同质或异质的协作诊断能力星座，不同的协作脚本都是有效的，因此，改编的协作脚本比非改编的协作脚本对诊断能力的学习有更好的效果。通过计划中的研究，该子项目因此有助于获得关于进一步验证理论模型（CDR模型）以及关于支架适应不同学习要求的知识，以模拟医学背景下的协作诊断。

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.