Fostering diagnostic knowledge through computer-supported, case-based worked examples: effects of erroneous examples and feedback
Objectives A case‐based, worked example approach was realised in a computer‐based learning environment with the intention of facilitating medical students’ diagnostic knowledge. In order to enhance the effectiveness of the approach, two additional measures were implemented: erroneous examples and e...
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| Published in | Medical education Vol. 42; no. 8; pp. 823 - 829 |
|---|---|
| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Publishing Ltd
01.08.2008
Blackwell |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0308-0110 1365-2923 1365-2923 |
| DOI | 10.1111/j.1365-2923.2008.03122.x |
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| Abstract | Objectives A case‐based, worked example approach was realised in a computer‐based learning environment with the intention of facilitating medical students’ diagnostic knowledge. In order to enhance the effectiveness of the approach, two additional measures were implemented: erroneous examples and elaborated feedback. In the context of an experimental study, the two measures were varied experimentally.
Methods A total of 153 medical students were randomly assigned to four experimental conditions of a 2 × 2‐factor design (errors versus no errors, elaborated feedback versus knowledge of correct result [KCR]). In order to verify the sustainability of the effects, a subgroup of subjects (n = 52) was compared with a control group of students who did not participate in the experiment (n = 145) on a regular multiple‐choice question (MCQ) test.
Results Results show that the acquisition of diagnostic knowledge is mainly supported by providing erroneous examples in combination with elaborated feedback. These effects were independent from differences in time‐on‐task and prior knowledge. Furthermore, the effects of the learning environment proved sustainable.
Conclusions Our results demonstrate that the case‐based, worked example approach is effective and efficient. |
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| AbstractList | A case-based, worked example approach was realised in a computer-based learning environment with the intention of facilitating medical students' diagnostic knowledge. In order to enhance the effectiveness of the approach, two additional measures were implemented: erroneous examples and elaborated feedback. In the context of an experimental study, the two measures were varied experimentally.OBJECTIVESA case-based, worked example approach was realised in a computer-based learning environment with the intention of facilitating medical students' diagnostic knowledge. In order to enhance the effectiveness of the approach, two additional measures were implemented: erroneous examples and elaborated feedback. In the context of an experimental study, the two measures were varied experimentally.A total of 153 medical students were randomly assigned to four experimental conditions of a 2 x 2-factor design (errors versus no errors, elaborated feedback versus knowledge of correct result [KCR]). In order to verify the sustainability of the effects, a subgroup of subjects (n = 52) was compared with a control group of students who did not participate in the experiment (n = 145) on a regular multiple-choice question (MCQ) test.METHODSA total of 153 medical students were randomly assigned to four experimental conditions of a 2 x 2-factor design (errors versus no errors, elaborated feedback versus knowledge of correct result [KCR]). In order to verify the sustainability of the effects, a subgroup of subjects (n = 52) was compared with a control group of students who did not participate in the experiment (n = 145) on a regular multiple-choice question (MCQ) test.Results show that the acquisition of diagnostic knowledge is mainly supported by providing erroneous examples in combination with elaborated feedback. These effects were independent from differences in time-on-task and prior knowledge. Furthermore, the effects of the learning environment proved sustainable.RESULTSResults show that the acquisition of diagnostic knowledge is mainly supported by providing erroneous examples in combination with elaborated feedback. These effects were independent from differences in time-on-task and prior knowledge. Furthermore, the effects of the learning environment proved sustainable.Our results demonstrate that the case-based, worked example approach is effective and efficient.CONCLUSIONSOur results demonstrate that the case-based, worked example approach is effective and efficient. Objectives A case‐based, worked example approach was realised in a computer‐based learning environment with the intention of facilitating medical students’ diagnostic knowledge. In order to enhance the effectiveness of the approach, two additional measures were implemented: erroneous examples and elaborated feedback. In the context of an experimental study, the two measures were varied experimentally. Methods A total of 153 medical students were randomly assigned to four experimental conditions of a 2 × 2‐factor design (errors versus no errors, elaborated feedback versus knowledge of correct result [KCR]). In order to verify the sustainability of the effects, a subgroup of subjects (n = 52) was compared with a control group of students who did not participate in the experiment (n = 145) on a regular multiple‐choice question (MCQ) test. Results Results show that the acquisition of diagnostic knowledge is mainly supported by providing erroneous examples in combination with elaborated feedback. These effects were independent from differences in time‐on‐task and prior knowledge. Furthermore, the effects of the learning environment proved sustainable. Conclusions Our results demonstrate that the case‐based, worked example approach is effective and efficient. A case-based, worked example approach was realised in a computer-based learning environment with the intention of facilitating medical students' diagnostic knowledge. In order to enhance the effectiveness of the approach, two additional measures were implemented: erroneous examples and elaborated feedback. In the context of an experimental study, the two measures were varied experimentally. A total of 153 medical students were randomly assigned to four experimental conditions of a 2 x 2-factor design (errors versus no errors, elaborated feedback versus knowledge of correct result [KCR]). In order to verify the sustainability of the effects, a subgroup of subjects (n = 52) was compared with a control group of students who did not participate in the experiment (n = 145) on a regular multiple-choice question (MCQ) test. Results show that the acquisition of diagnostic knowledge is mainly supported by providing erroneous examples in combination with elaborated feedback. These effects were independent from differences in time-on-task and prior knowledge. Furthermore, the effects of the learning environment proved sustainable. Our results demonstrate that the case-based, worked example approach is effective and efficient. |
| Author | Stark, Robin Kopp, Veronika Fischer, Martin R |
| Author_xml | – sequence: 1 givenname: Veronika surname: Kopp fullname: Kopp, Veronika organization: Department of Internal Medicine, Medical Education Unit, University of Munich Hospital, Munich, Germany – sequence: 2 givenname: Robin surname: Stark fullname: Stark, Robin organization: Institute of Education, Saarland University, Saarbrücken, Germany – sequence: 3 givenname: Martin R surname: Fischer fullname: Fischer, Martin R organization: Department of Internal Medicine, Medical Education Unit, University of Munich Hospital, Munich, Germany |
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| Keywords | medical randomised controlled trial [publication type]; computer-assisted instruction/standards; clinical competence/ standards; feedback; teaching/methods; diagnosis; education Methodology Education level Physician Feedback regulation Controlled therapeutic trial Knowledge Standards Case study Scientific literature Medicine Education Published document Work Computer assisted teaching Clinical trial Diagnosis undergraduate/methods Computer aid |
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| Title | Fostering diagnostic knowledge through computer-supported, case-based worked examples: effects of erroneous examples and feedback |
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