Collaborative Diagnostic Reasoning in a CSCL environment: A Multi Study Structural Equation Model

Abstract

In Collaborative Diagnostic Reasoning (CDR), good diagnostic outcomes depend on high quality diagnostic activities influenced by social skills, content, and collaboration knowledge. Analyzing data from three studies on simulation-based learning (504 medical students) using a structural equation model, our results challenge the current CDR model. We suggest prioritizing collaboration knowledge over social skills, emphasize the reduced impact of content knowledge in simulations, and distinguish between information elicitation and sharing, with the latter being more transactive.