Fostering diagnostic competence through case-based worked examples with integrated errors in education, medicine and in nursing – Investigation of self-explanation prompts and adaptable Feedback
Type of funding:
Supported by the Robert Bosch Foundation
Duration:
01.01.2012 - 31.01.2014
Involved staff members:
Goal:
Main goal of this project is to acquire knowledge on interprofessional application possibilities of the erroneous case-based worked-example approach to foster diagnostic competence in teacher, medical and nursing education. The two instructional support methods self-explanation prompts and adaptable feedback are investigated.
Description:
In this project experimental studies are done in which learner from the three domains work on cases in a computer-based learning environment. The factors self-explanation prompts (with vs. without) and adaptable feedback (with vs. without) are investigated.
Results:
The results of the three studies suggest that scaffolding self-explanation may not be an advantage under all circumstances and may in fact even hinder learning in the context of learning from errors, at least in domains where less scientific knowledge is available and it is less used as evidence for practice.
Cooperation partners:
- Prof. Martin R. Fischer (Clinics of University of Munich, Institute for medical education)
- Birgit Wershofen (Clinics of University of Munich, Institute for medical education)
- Prof. Christel Bienstein (University Witten/Herdecke, Institute for Nursing studies)
Important publications:
- Heitzmann, N. (2014, January 22). Fostering diagnostic competence in different domains (Text.PhDThesis). Ludwig-Maximilians-Universität München. Retrieved from http://edoc.ub.uni-muenchen.de/16862/.
- Heitzmann, N., Fischer, F. & Fischer, M. (2012, September). Förderung von Diagnosekompetenz: Effekte von Selbsterklärungsprompts und adaptierbarem Feedback. Vortrag auf der 77. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) der DGfE, Bielefeld, September 10-12, 2012.
- Heitzmann, N., Fischer, F. & Fischer, M. (2013, August). Teachers' diagnostic competence: Validation of a model and evaluation of instructional support. 15th Biennal Conference of the European Association for Research in Learning and Instruction (EARLI). München, 27.08.-31.08.2013.
- Heitzmann, N., Fischer, F. & Fischer M. (2013, April). When error-explanation prompts and adaptable feedback cannot support the learning of Diagnostic Competence. AERA Annual Meeting 2013. San Francisco, 27.04.-01.05.2013.
- Heitzmann, N., Fischer, F. & Fischer, M. (2012, September). Förderung von Diagnosekompetenz: Effekte von Selbsterklärungsprompts und adaptierbarem Feedback. Vortrag auf der 77. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) der DGfE, Bielefeld, September 10-12, 2012.
- Heitzmann, N., Fischer, M. & Fischer, F. (2012). Messung und Förderung von Diagnosekompetenz: Ein interdisziplinärer Ansatz mit fehlerhaften Lösungsbeispielen. Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Aachen, 27.09-29.09.2012.
- Heitzmann, N., Fischer, M., Fischer, F. & Stark R. (2010). An interprofessional training concept to foster diagnostic competence through a case-based worked example approach. Jahrestagung der Association for Medical Education in Europe (AMEE), Glasgow; 04.09.-08.09.2010.