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|Title:||Facilitating Collaborative Diagnosing in Medicine with a Simulation: Effects of Adaptive and Static Information Sharing Scripts|
Fischer, Martin R.
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Radkowitsch, A., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2020). Facilitating Collaborative Diagnosing in Medicine with a Simulation: Effects of Adaptive and Static Information Sharing Scripts. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 637-640). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||In their daily practice, physicians often collaboratively diagnose patients. Due to specialized education, physicians need to pool their different knowledge bases in such situations, which often is difficult. Scripts are an instructional mean to foster collaborative processes. In this paper, we used adaptive and static information sharing scripts to facilitate the pooling of information during collaborative diagnosing. In total, 159 medical students were randomly distributed to one of three groups (adaptive, static, or no information sharing script). The results showed that both scripts increased the information sharing performance. However, only learners supported with an adaptive information sharing script were able to transfer their knowledge. This study informs researchers and educators on how to design and implement information sharing scripts to facilitate collaborative diagnosing.|
|Appears in Collections:||ICLS 2020|
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