Fallbasiertes Lernen mit fehlerhaften Lösungsbeispielen in der Medizin: Effektivität von unterschiedlichen instruktionalen Fehlern und Selbsterklärungsprompts

基于医学错误解决方案示例的基于案例的学习：不同教学错误和自我解释提示的有效性

• 批准号: 256171604
• 负责人: Professor Dr. Martin R. Fischer
• 金额: --
• 依托单位: Lehrstuhl Persönlichkeitsentwicklung und Erziehung
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2014
• 资助国家: 德国
• 起止时间: 2013-12-31 至 2016-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/256171604?language=en
• 关键词: Fallbasiertes; Lernen; mit; fehlerhaften; sungsbeispielen

Learning of diagnostic competence in medical students can effectively be fostered through case-based worked examples which include instructional errors (e.g., Stark, Kopp, & Fischer, 2011). The project outlined is supposed to deepen and broaden the knowledge on case-based learning with instructional errors.So far the effects of our instructional approach were partly inconsistent. In one domain (arterial hypertension) instructional errors were only beneficial if they were combined with elaborated feedback. The instructional errors even had negative effects on the acquisition of diagnostic competence when diagnostic decisions were only qualified as wrong. In a different medical domain (hyperthyroidism), acquisition of diagnostic competence was fostered by elaborated feedback; this effect was largely independent from the provision of instructional errors. In addition to domain-specific explanations, different types of instructional errors may account for these results because in both domains instructional errors were operationalized in a partly different way. To answer this question, domain and type of instructional error need to be varied experimentally. An important goal of this project is to analyze the effects of different types of instructional errors and of domain-specific factors on diagnostic competences.A second open question focuses on the working mechanisms of learning with instructional errors. In prior work there were hints that instructional errors foster the quality of information processing. This project seeks to identify processes that are supported by instructional errors. In addition, effects of different types of errors and domain specific factors on learning processes are investigated.A third question concerns the issue of instructional support for learning with instructional errors. In prior work instructional support was realized by providing elaborated feedback. However, this method can contribute to a passive attitude towards learning. Therefore, the effectiveness of self-explanation induced by prompts will be investigated. The extent to which prompts should be general, that is independent from content factors, or specific to the errors implemented has not been investigated systematically so far. Moreover, the question remains open how the specificity of the prompts influences the learning process. We suppose that the effectiveness of self-explanation prompts is moderated by characteristics of the learner. The influence of prior diagnostic competence, and also of motivational variables on the acquisition of diagnostic competence and on the effectiveness of self-explanation prompts needs to be studied in more detail. In addition, it has to be analyzed to what extent the effects generated by our instructional approach prove stable. Furthermore, a field study is planned to answer the question how far these effects can contribute to enhance medical education.

通过基于案例的工作示例（包括教学错误）可以有效地培养医学生诊断能力的学习（例如，Stark、Kopp 和 Fischer，2011）。概述的项目旨在加深和拓宽基于案例的学习知识，但存在教学错误。到目前为止，我们的教学方法的效果部分不一致。在一个领域（动脉高血压），教学错误只有与详细的反馈相结合才会有益。当诊断决策仅被认定为错误时，教学错误甚至会对诊断能力的获得产生负面影响。在不同的医学领域（甲状腺功能亢进症），诊断能力的获得是通过详细的反馈来促进的；这种影响在很大程度上与教学错误的发生无关。除了特定领域的解释之外，不同类型的教学错误也可能解释这些结果，因为在这两个领域中，教学错误的运作方式部分不同。为了回答这个问题，需要通过实验来改变教学错误的范围和类型。该项目的一个重要目标是分析不同类型的教学错误和特定领域因素对诊断能力的影响。第二个开放问题集中于教学错误学习的工作机制。在之前的研究中，有迹象表明教学错误可以提高信息处理的质量。该项目旨在识别由教学错误支持的过程。此外，还研究了不同类型的错误和领域特定因素对学习过程的影响。第三个问题涉及对有教学错误的学习的教学支持问题。在之前的工作中，指导支持是通过提供详细的反馈来实现的。然而，这种方法可能会导致学习态度消极。因此，将研究提示引起的自我解释的有效性。提示应该在多大程度上是一般性的，即独立于内容因素，或者具体到所实施的错误，到目前为止尚未得到系统的调查。此外，提示的特殊性如何影响学习过程的问题仍然悬而未决。我们假设自我解释提示的有效性受到学习者特征的调节。先前的诊断能力以及动机变量对诊断能力的获得和自我解释提示的有效性的影响需要更详细的研究。此外，还必须分析我们的教学方法所产生的效果在多大程度上是稳定的。此外，还计划进行一项实地研究来回答这些影响在多大程度上有助于加强医学教育的问题。