Funding phase 1
Facilitating cooperative medical diagnosing competencies: The effects of cooperation scrips and reflection phases
Professors
Prof. Frank Fischer
Prof. Martin Fischer
Prof. Ralf Schmidmaier
PhD Candidates
Anika Radkowitsch
Hannah Gesterkorn
Project duration
2017 - 2020
Project description
In the first phase of project 6, we developed a document-based simulation. The simulation was implemented in CASUS and tested in a pilot study. In addition, we developed ten complex patient cases, which were validated in an expert workshop. Subsequently, three studies were conducted. At first, an extensive validation study with more than 100 medical students and nearly 30 internists with different levels of prior knowledge was realized. In the following two interventional studies, learners were supported in the collaborative diagnostic process by two variants of socio-cognitive scaffolding - collaboration scripts and structured reflection in the form of reflection phases. In the second study, medical students were supported in the collaborative diagnostic process by either a static or an adaptive collaboration script. In the third study, the adaptive collaboration scripts were experimentally varied with the reflection phases using a 2x2 design to investigate the effectiveness of the joint use of both forms of instructional support and whether the effectiveness varies with different amounts of learners’ prior knowledge. A total of 150 medical students participated.
Publications
Radkowitsch, A., Vogel, F., & Fischer, F. (2018, September). Good for Learning, Bad for Motivation? A Follow-Up Meta-Analysis on the Effects of CSCL Scripts. Presentation held at the EARLI SIG 20 and 26, Jerusalem, Israel.
Radkowitsch, A., Fischer, M., Schmidmaier, R., & Fischer, F. (2018, Oktober). Validating a Simulated Learning Environment to Foster Collaborative Clinical Reasoning. Poster presented at the EARLI SIG 20 and 26, Jerusalem, Israel.
Radkowitsch, A., Vogel, F., & Fischer, F. (2018, September). Good for Learning, Bad for Motivation? A Follow-Up Meta-Analysis on the Effects of CSCL Scripts. Presentation held at the 51th Congress of the DGP, Frankfurt a. M., Germany.
Radkowitsch, A., Fischer, F., Fischer, M., Schmidmaier, R., & Gerstenkorn, H. (2018, März). Fosering the Collaborative Diagnostic Competences of Medical Students by Using Simulations. Poster presented at the REASON Spring School, Munich, Germany.
Radkowitsch, A., Codreanu, E., Schauberger, J., DFG Forschungsgruppe FOR 2385 (2018, Februar). Validierung von simulationsbasierten Lernumgebungen zur Förderung von Diagnosekompetenzen. Die Wahrnehmung von Presence in simulierten Diagnosesituationen in verschiedenen Domänen. [Validation of simulation-based learning environments to foster diagnostic competences. The perception of presence in simulated diagnostic situations in different domains.] Presentation held at the 6th Conference of the Association of the Empirical Educational Research, Basel, Switzerland.
Radkowitsch, A., Vogel, F., & Fischer, F. (2020). Good for Learning, bad for Motivation? A Meta-Analysis on the Effects of Computer-Supported Collaboration Scripts. International Journal of Computer-Supported Collaborative Learning.https://doi.org/10.1007/s11412-020-09316-4
Radkowitsch, A., Sailer, M., Schmidmaier, R., Fischer, M.R., & Fischer, F. (2021). Learning to diagnose collaboratively – Effects of adaptive collaboration scripts in agent-based medical simulations. Learning and Instruction, 75. https://doi.org/10.1016/j.learninstruc.2021.101487
Radkowitsch, A., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2020). Learning to diagnose collaboratively: validating a simulation for medical students. GMS Journal for Medical Education, 37(5).
DissertationRadkowitsch, Anika. (2020). Facilitating collaborative diagnostic reasoning: Effects of collaboration scripts in agent-based medical simulations [Ludwig-Maximilians-Universität München; Application/pdf]. https://doi.org/10.5282/EDOC.27974
Funding phase 2
CoSiMed - Facilitating cooperative medical diagnosing competencies: The effects of the adaptation of scaffolding to the professional knowledge base of the collaboration partnersEffects of reflection on the collaborative diagnostic process of learners with different amounts of prior knowledge and learning analytics for adaptive scaffolding.
Professors
Prof. Frank Fischer
Prof. Martin Fischer
Prof. Ralf Schmidmaier
PhD Candidates
Constanze Richters
Laura Brandl
Project duration 2020 - 2023
Project description
The focus of the second project phase of TP6 is a comprehensive experimental study with approximately 200 medical students, that could not be conducted until the summer of 2022 due to COVID-19 pandemic-related delays and restrictions. Based on these data, two studies are planned: The first study will further investigate the effectiveness of reflection phases considering prior knowledge. For this purpose, low- and high-structured reflection phases as support for the collaborative diagnostic process were developed. Their effectiveness will be investigated by considering learners' prior knowledge. For the second study, additional learning prerequisite data (e.g., self-regulation skills) were collected to supplement previous learning process data using learning analytics methods. This will identify both learners with support needs and the causes of these needs. The goal is to create a basis for adaptive learning support. In the third planned study, based on data from the previous studies of both funding phases of TP6 and TP5, we will investigate to what extent relations between the explanatory factors of diagnostic quality in collaborative diagnosis can be statistically proven and whether these exist across contexts and studies.
Current Status
- Study 1: Data collection completed in summer 2022
- Study 2: Data collection completed in summer 2022
- Study 3: Data from 600 medical students from TP6 are available
- Two journal articles in the review process
Publications Brandl, L., Richters, C., Radkowitsch, A., Obersteiner, A., Fischer, M.-R., Schmidmaier, R., Fischer, F., & Stadler, M. (2021). Simulation-Based Learning of Complex Skills: Predicting Performance With Theoretically Derived Process Features. Psychological Test and Assessment Modeling, 63(4), 542-560. https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2021-4/PTAM__4-2021_6_kor.pdf
Heitzmann, N., Stadler, M., Richters, C., Radkowitsch, A., Schmidmaier, R., Weidenbusch, M., & Fischer, M. R. (2022). Learners’ adjustment strategies following impasses in simulations—Effects of prior knowledge. Learning and Instruction, 101632. https://doi.org/10.1016/j.learninstruc.2022.101632
Richters, C., Stadler, M., Radkowitsch, A., Behrmann, F., Weidenbusch, M., Fischer, M.R., Schmidmaier, R., & Fischer, F. (2022). Making the rich even richer? Interaction of structured reflection with prior knowledge in collaborative medical simulations. In A. Weinberger, W. Chen, D. Hernández-Leo, & B.Che (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 155-162). International Society of the Learning Sciences. https://2022.isls.org/proceedings/ → Best Paper Award
Brandl, L., Richters, C., Radkowitsch, A., Obersteiner, A., Fischer, M.-R., Schmidmaier, R., Fischer, F., & Stadler, M. (2022, August/September). Complex Skills in Simulations: Predicting Performance with Theoretically Derived Process Features. Paper presented at EARLI SIG 27 Conference, Southampton, England
Brandl, L., Richters, C., Radkowitsch, A., Obersteiner, A., Fischer, M.-R., Schmidmaier, R., Fischer, F., & Stadler, M. (2022, September). Komplexes Problemlösen in Simulationen: Vorhersage von Performanz anhand theoriebasierter Prozessmerkmale. Paper presented at DGPS 2022, Hildesheim, Deutschland
Richters, C., Stadler, M., Radkowitsch, A., Behrmann, F., Weidenbusch, M., Fischer, M.R., Schmidmaier, R., & Fischer, F. (2022, August 22-24). Learning to diagnose cases collaboratively in medicine: Who benefits from structured reflection and collaboration scripts in simulations? [Poster presentation]. EARLI Sig 6/7
Richters, C., Stadler, M., Radkowitsch, A., Schmidmaier, R., Fischer, M.R., & Fischer, F. (2021, April 8-12). It Only Takes Two Minutes: Predicting Successful Diagnoses in Medical Training Simulations Based on Task Behavior [Poster presentation]. American Educational Research Association (AERA) Virtual Annual Meeting. https://aera21-aera.ipostersessions.com/default.aspx?s=89-F5-1A-4B-E8-C2-29-85-75 -63-61-20-AB-C5-48-D1&guestview=true
Richters, C., Stadler, M., Radkowitsch, A., Behrmann, F., Weidenbusch, M., Fischer, M.R., Schmidmaier, R., & Fischer, F. (2022, August 22-24). Learning to diagnose cases collaboratively in medicine: Who benefits from structured reflection and collaboration scripts in simulations? [Poster presentation]. EARLI Sig 6/7 → Nominierung Best Poster Award