Opening the Black Box of the Effects of Instructional Support on Collaborative Diagnostic Processes with Process Mining

Abstract

This study investigates the role of reflection phases and collaboration scripts in collaborative diagnostic reasoning in an agent-based simulation among 117 medical students working on a fictitious patient case. Through process mining, we found that reflection fostered evidence generation and evidence and hypothesis sharing, whereas collaboration scripts led to skipping collaborative diagnostic activities. Neither significantly affected the diagnostic accuracy. The findings challenge the focus on conventional outcome measures like accuracy.