A5046452418- Innovative Teaching and Learning Methods
- Clinical Reasoning and Diagnostic Skills
- Intelligent Tutoring Systems and Adaptive Learning
- Visual and Cognitive Learning Processes
- Simulation-Based Education in Healthcare
- Team Dynamics and Performance
- Innovations in Medical Education
- Child and Adolescent Health
- Business Process Modeling and Analysis
- Socioeconomic Development in MENA
- Cognitive Science and Mapping
- Problem Solving Skills Development
- Topic Modeling
- Complex Systems and Decision Making
- Knowledge Management and Sharing
Ludwig-Maximilians-Universität München
2022-2024
LMU Klinikum
2023-2024
After impasses, the adjustment strategies learners can use in simulations differ from ones that are available real-life situations. An open question is whether with different levels of prior knowledge to adjust their behavior and chosen strategy helps learning. In addition, it unclear stable throughout learning process. To answer these questions, we conducted two studies both used a medical education simulation which learner collaborated an agent-based radiologist diagnose patients. study 1...
Abstract Collaborative skills are crucial in knowledge-rich domains, such as medical diagnosing. The Diagnostic Reasoning (CDR) model emphasizes the importance of high-quality collaborative diagnostic activities (CDAs; e.g., evidence elicitation and sharing), influenced by content collaboration knowledge well more general social skills, to achieve accurate, justified, efficient outcomes (Radkowitsch et al., 2022). However, it has not yet been empirically tested, relationships between...
Simulation-based learning is being increasingly implemented across different domains of higher education to facilitate essential skills and competences (e.g. diagnostic skills, problem-solving, etc.). However, the lack research that assesses compares simulations used in contexts (e.g., from design perspective) makes it challenging effectively transfer good practices or establish guidelines for effective domains. This study suggests some initial steps address this issue by investigating...
Abstract Background Making accurate diagnoses in teams requires complex collaborative diagnostic reasoning skills, which require extensive training. In this study, we investigated broad content-independent behavioral indicators of accuracy and checked whether how quickly could be predicted from these when they were displayed a simulation. Methods A total 73 medical students 25 physicians asked to diagnose patient cases training simulation with the help an agent-based radiologist. Log files...
Successfully engaging in collaborative problem solving is an essential constituent of professional and general life skills.Collaborative also used to engage learners processes relevant the acquisition knowledge skills.Here, co-construct by transactively building on each other's contributions.In this symposium, we explore factors leading successful engagement solving.The conceptualization transactivity refined balancing merits both sharing new referring others' contributions.Empirical studies...
reasoning as a critical component of clinical has been understudied in medical education contrast to the well-established field diagnostic reasoning. This resonates lack comprehensive understanding cognitive processes involved and deficit research promote intervention skills future clinicians. In this commentary, we present conceptual framework for that includes four phases: generating, selecting, implementing, evaluating interventions. The conceptualization highlights such developing...
Integrating digital entrustable professional activities (EPAs) and simulations in medical education represents a substantial shift toward competency-based learning. This approach focuses on developing specific skills through manageable units enhancing proficiency high-stakes environments. The technology acceptance model provides framework to evaluate the adoption of these educational technologies, emphasizing roles perceived usefulness ease use. cohort study aims investigate EPAs among...
Externally guided reflection on collaborative action is promising to foster diagnostic reasoning (CDR) for interdisciplinary practice.The interplay between the degree of external structure in and learners' prior knowledge seems crucial its effectiveness.In this study, we investigated effects low-and high-structured learning CDR an agent-based medical simulation, depending knowledge.We randomly assigned 195 students one three conditions: low-structured, highstructured, or no support.We found...