Literaturnachweis - Detailanzeige
| Autor/inn/en | Chernikova, Olga; Heitzmann, Nicole; Fink, Maximilian Christian; Timothy, Venance; Seidel, Tina; Fischer, Frank |
|---|---|
| Titel | Facilitating Diagnostic Competences in Higher Education--A Meta-Analysis in Medical and Teacher Education |
| Quelle | In: Educational Psychology Review, 32 (2020) 1, S.157-196 (40 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Chernikova, Olga) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1040-726X |
| DOI | 10.1007/s10648-019-09492-2 |
| Schlagwörter | Meta Analysis; Higher Education; Guidelines; Problem Solving; Scaffolding (Teaching Technique); Metacognition; Competence; Medical Education; Teacher Education; Clinical Diagnosis; Role |
| Abstract | Facilitating diagnostic competences is an important objective of higher education for many professions. This meta-analysis of 35 empirical studies builds on a conceptual framework and investigates the role of problem-solving, scaffolding, and context to foster diagnostic competences in learners with lower and higher professional knowledge bases. A moderator analysis investigates which type of scaffolding is effective for different levels of learners' knowledge bases, as well as the role of the diagnostic context. Instructional support has a moderate positive effect (g = 0.39; CI [0.22; 0.56]; p = 0.001). Diagnostic competences are facilitated effectively through problem-solving independent of the learners' knowledge base. Scaffolding types providing high levels of guidance are more effective for less advanced learners, whereas scaffolding types relying on high levels of self-regulation are more effective for advanced learners. [This article was co-written with the DFG Research group COSIMA.] (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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