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Facilitating Diagnostic Competences in Simulations: A Conceptual Framework and a Research Agenda for Medical and Teacher Education

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Title: Facilitating Diagnostic Competences in Simulations: A Conceptual Framework and a Research Agenda for Medical and Teacher Education
Language: English
Authors: Heitzman, Nicole, Seidel, Tina, Opitz, Ansgar, Hetmanek, Andreas, Wecker, Christof, Fischer, Martin, Ufer, Stefan, Schmidmaier, Ralf, Neuhaus, Birgit, Siebeck, Matthias, Stürmer, Kathleen, Obersteiner, Andreas, Reiss, Kristina, Girwidz, Raimund, Fischer, Frank
Source: Frontline Learning Research. 2019 7(4):1-24.
Availability: European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Peer Reviewed: Y
Page Count: 24
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Medical Education, Teacher Education, Competency Based Education, Simulation, Scaffolding (Teaching Technique), Problem Solving, Instructional Effectiveness, Clinical Diagnosis, Educational Diagnosis, Prior Learning, Context Effect, Individual Differences, Cues, Reflection, Role Playing, Medical Students, Preservice Teachers
ISSN: 2295-3159
Abstract: We propose a conceptual framework which may guide research on fostering diagnostic competences in simulations in higher education. We first review and link research perspectives on the components and the development of diagnostic competences, taken from medical and teacher education. Applying conceptual knowledge in diagnostic activities is considered necessary for developing diagnostic competences in both fields. Simulations are considered promising in providing opportunities for knowledge application when real experience is overwhelming or not feasible for ethical, organizational or economic reasons. To help learners benefit from simulations, we then propose a systematic investigation of different types of instructional support in such simulations. We particularly focus on different forms of scaffolding during problem-solving and on the possibly complementary roles of the direct presentation of information in these kinds of environments. Two sets of possibly moderating factors, individual learning prerequisites (such as executive functions) or epistemic emotions and contextual factors (such as the nature of the diagnostic situation or the domain) are viewed as groups of potential moderators of the instructional effects. Finally, we outline an interdisciplinary research agenda concerning the instructional design of simulations for advancing diagnostic competences in medical and teacher education.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1232563
Database: ERIC
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  Data: European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
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  Data: We propose a conceptual framework which may guide research on fostering diagnostic competences in simulations in higher education. We first review and link research perspectives on the components and the development of diagnostic competences, taken from medical and teacher education. Applying conceptual knowledge in diagnostic activities is considered necessary for developing diagnostic competences in both fields. Simulations are considered promising in providing opportunities for knowledge application when real experience is overwhelming or not feasible for ethical, organizational or economic reasons. To help learners benefit from simulations, we then propose a systematic investigation of different types of instructional support in such simulations. We particularly focus on different forms of scaffolding during problem-solving and on the possibly complementary roles of the direct presentation of information in these kinds of environments. Two sets of possibly moderating factors, individual learning prerequisites (such as executive functions) or epistemic emotions and contextual factors (such as the nature of the diagnostic situation or the domain) are viewed as groups of potential moderators of the instructional effects. Finally, we outline an interdisciplinary research agenda concerning the instructional design of simulations for advancing diagnostic competences in medical and teacher education.
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    Subjects:
      – SubjectFull: Medical Education
        Type: general
      – SubjectFull: Teacher Education
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      – SubjectFull: Competency Based Education
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      – SubjectFull: Prior Learning
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      – SubjectFull: Medical Students
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