Abstract
We propose a conceptual framework which may guide research on fostering diagnostic competences in simulations in higher education. We first review and link research perspectives on the components and the development of diagnostic competences, taken from medical and teacher education. Applying conceptual knowledge in diagnostic activities is considered necessary for developing diagnostic competences in both fields. Simulations are considered promising in providing opportunities for knowledge application when real experience is overwhelming or not feasible for ethical, organizational or economic reasons. To help learners benefit from simulations, we then propose a systematic investigation of different types of instructional support in such simulations. We particularly focus on different forms of scaffolding during problem-solving and on the possibly complementary roles of the direct presentation of information in these kinds of environments. Two sets of possibly moderating factors, individual learning prerequisites (such as executive functions) or epistemic emotions and contextual factors (such as the nature of the diagnostic situation or the domain) are viewed as groups of potential moderators of the instructional effects. Finally, we outline an interdisciplinary research agenda concerning the instructional design of simulations for advancing diagnostic competences in medical and teacher education.
| Original language | English |
|---|---|
| Pages (from-to) | 1-24 |
| Number of pages | 24 |
| Journal | Frontline Learning Research |
| Volume | 7 |
| Issue number | 4 |
| DOIs | |
| State | Published - 2019 |
Keywords
- Diagnostic competence
- Instructional support
- Learning through problem-solving
- Medical education
- Scaffolding
- Simulation
- Teacher education
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Heitzmann, N., Seidel, T., Opitz, A., Hetmanek, A., Wecker, C., Fischer, M., Ufer, S., Schmidmaier, R., Neuhaus, B., Siebeck, M., Stürmer, K., Obersteiner, A., Reiss, K., Girwidz, R., & Fischer, F. (2019). Facilitating diagnostic competences in simulations: A conceptual framework and a research agenda for medical and teacher education. Frontline Learning Research, 7(4), 1-24. https://doi.org/10.14786/flr.v7i4.384
Heitzmann, Nicole ; Seidel, Tina ; Opitz, Ansgar et al. / Facilitating diagnostic competences in simulations : A conceptual framework and a research agenda for medical and teacher education. In: Frontline Learning Research. 2019 ; Vol. 7, No. 4. pp. 1-24.
@article{3fe428cc25e6491ab174dd603b91abff,
title = "Facilitating diagnostic competences in simulations: A conceptual framework and a research agenda for medical and teacher education",
abstract = "We propose a conceptual framework which may guide research on fostering diagnostic competences in simulations in higher education. We first review and link research perspectives on the components and the development of diagnostic competences, taken from medical and teacher education. Applying conceptual knowledge in diagnostic activities is considered necessary for developing diagnostic competences in both fields. Simulations are considered promising in providing opportunities for knowledge application when real experience is overwhelming or not feasible for ethical, organizational or economic reasons. To help learners benefit from simulations, we then propose a systematic investigation of different types of instructional support in such simulations. We particularly focus on different forms of scaffolding during problem-solving and on the possibly complementary roles of the direct presentation of information in these kinds of environments. Two sets of possibly moderating factors, individual learning prerequisites (such as executive functions) or epistemic emotions and contextual factors (such as the nature of the diagnostic situation or the domain) are viewed as groups of potential moderators of the instructional effects. Finally, we outline an interdisciplinary research agenda concerning the instructional design of simulations for advancing diagnostic competences in medical and teacher education.",
keywords = "Diagnostic competence, Instructional support, Learning through problem-solving, Medical education, Scaffolding, Simulation, Teacher education",
author = "Nicole Heitzmann and Tina Seidel and Ansgar Opitz and Andreas Hetmanek and Christof Wecker and Martin Fischer and Stefan Ufer and Ralf Schmidmaier and Birgit Neuhaus and Matthias Siebeck and Kathleen St{\"u}rmer and Andreas Obersteiner and Kristina Reiss and Raimund Girwidz and Frank Fischer",
note = "Publisher Copyright: {\textcopyright} 2019, European Association for Research on Learning and Instruction. All rights reserved.",
year = "2019",
doi = "10.14786/flr.v7i4.384",
language = "English",
volume = "7",
pages = "1--24",
journal = "Frontline Learning Research",
issn = "2295-3159",
publisher = "European Association for Research on Learning and Instruction",
number = "4",
}
Heitzmann, N, Seidel, T, Opitz, A, Hetmanek, A, Wecker, C, Fischer, M, Ufer, S, Schmidmaier, R, Neuhaus, B, Siebeck, M, Stürmer, K, Obersteiner, A, Reiss, K, Girwidz, R & Fischer, F 2019, 'Facilitating diagnostic competences in simulations: A conceptual framework and a research agenda for medical and teacher education', Frontline Learning Research, vol. 7, no. 4, pp. 1-24. https://doi.org/10.14786/flr.v7i4.384
Facilitating diagnostic competences in simulations: A conceptual framework and a research agenda for medical and teacher education. / Heitzmann, Nicole; Seidel, Tina; Opitz, Ansgar et al.
In: Frontline Learning Research, Vol. 7, No. 4, 2019, p. 1-24.
Research output: Contribution to journal › Article › peer-review
TY - JOUR
T1 - Facilitating diagnostic competences in simulations
T2 - A conceptual framework and a research agenda for medical and teacher education
AU - Heitzmann, Nicole
AU - Seidel, Tina
AU - Opitz, Ansgar
AU - Hetmanek, Andreas
AU - Wecker, Christof
AU - Fischer, Martin
AU - Ufer, Stefan
AU - Schmidmaier, Ralf
AU - Neuhaus, Birgit
AU - Siebeck, Matthias
AU - Stürmer, Kathleen
AU - Obersteiner, Andreas
AU - Reiss, Kristina
AU - Girwidz, Raimund
AU - Fischer, Frank
N1 - Publisher Copyright:© 2019, European Association for Research on Learning and Instruction. All rights reserved.
PY - 2019
Y1 - 2019
N2 - We propose a conceptual framework which may guide research on fostering diagnostic competences in simulations in higher education. We first review and link research perspectives on the components and the development of diagnostic competences, taken from medical and teacher education. Applying conceptual knowledge in diagnostic activities is considered necessary for developing diagnostic competences in both fields. Simulations are considered promising in providing opportunities for knowledge application when real experience is overwhelming or not feasible for ethical, organizational or economic reasons. To help learners benefit from simulations, we then propose a systematic investigation of different types of instructional support in such simulations. We particularly focus on different forms of scaffolding during problem-solving and on the possibly complementary roles of the direct presentation of information in these kinds of environments. Two sets of possibly moderating factors, individual learning prerequisites (such as executive functions) or epistemic emotions and contextual factors (such as the nature of the diagnostic situation or the domain) are viewed as groups of potential moderators of the instructional effects. Finally, we outline an interdisciplinary research agenda concerning the instructional design of simulations for advancing diagnostic competences in medical and teacher education.
AB - We propose a conceptual framework which may guide research on fostering diagnostic competences in simulations in higher education. We first review and link research perspectives on the components and the development of diagnostic competences, taken from medical and teacher education. Applying conceptual knowledge in diagnostic activities is considered necessary for developing diagnostic competences in both fields. Simulations are considered promising in providing opportunities for knowledge application when real experience is overwhelming or not feasible for ethical, organizational or economic reasons. To help learners benefit from simulations, we then propose a systematic investigation of different types of instructional support in such simulations. We particularly focus on different forms of scaffolding during problem-solving and on the possibly complementary roles of the direct presentation of information in these kinds of environments. Two sets of possibly moderating factors, individual learning prerequisites (such as executive functions) or epistemic emotions and contextual factors (such as the nature of the diagnostic situation or the domain) are viewed as groups of potential moderators of the instructional effects. Finally, we outline an interdisciplinary research agenda concerning the instructional design of simulations for advancing diagnostic competences in medical and teacher education.
KW - Diagnostic competence
KW - Instructional support
KW - Learning through problem-solving
KW - Medical education
KW - Scaffolding
KW - Simulation
KW - Teacher education
UR - http://www.scopus.com/inward/record.url?scp=85079772272&partnerID=8YFLogxK
U2 - 10.14786/flr.v7i4.384
DO - 10.14786/flr.v7i4.384
M3 - Article
AN - SCOPUS:85079772272
SN - 2295-3159
VL - 7
SP - 1
EP - 24
JO - Frontline Learning Research
JF - Frontline Learning Research
IS - 4
ER -
Heitzmann N, Seidel T, Opitz A, Hetmanek A, Wecker C, Fischer M et al. Facilitating diagnostic competences in simulations: A conceptual framework and a research agenda for medical and teacher education. Frontline Learning Research. 2019;7(4):1-24. doi: 10.14786/flr.v7i4.384
