A Tale of Three Cases: Examining Accuracy, Efficiency, and Process Differences in Diagnosing Virtual Patient Cases

Autor/inn/en	Doleck, Tenzin; Jarrell, Amanda; Poitras, Eric G.; Chaouachi, Maher; Lajoie, Susanne P.
Titel	A Tale of Three Cases: Examining Accuracy, Efficiency, and Process Differences in Diagnosing Virtual Patient Cases
Quelle	In: Australasian Journal of Educational Technology, 32 (2016) 5, S.61-76 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Accuracy; Patients; Computer Simulation; Clinical Diagnosis; Problem Solving; Computer Assisted Instruction; Efficiency; Difficulty Level; Health Services; Teaching Methods; Medical Students; Medical Education; Intelligent Tutoring Systems; Performance; Statistical Analysis; Foreign Countries; Questionnaires; Multivariate Analysis; Canada + Suchen Sie Ihr Suchwort? Patient; Computergrafik; Computersimulation; Problemlösen; Computer based training; Computerunterstützter Unterricht; Effectiveness; Effektivität; Wirkungsgrad; Schwierigkeitsgrad; Health service; Gesundheitsdienst; Gesundheitswesen; Teaching method; Lehrmethode; Unterrichtsmethode; Medizinische Ausbildung; Intelligentes Tutorsystem; Achievement; Leistung; Statistische Analyse; Ausland; Fragebogen; Multivariate Analyse; Kanada
Abstract	Clinical reasoning is a central skill in diagnosing cases. However, diagnosing a clinical case poses several challenges that are inherent to solving multifaceted ill-structured problems. In particular, when solving such problems, the complexity stems from the existence of multiple paths to arriving at the correct solution (Lajoie, 2003). Moreover, the approach one employs in diagnosing a clinical case is in some measure dependent upon the complexity of the case. This leads us to the question: Are there differences in the manner in which novices solve cases with varying levels of complexity in a computer-based learning environment? More specifically, we are interested in understanding and elucidating if there are clinical reasoning differences in regards to accuracy, efficiency, and process across three virtual patient cases of varying difficulty levels. Examining such differences may have implications from both a learner modelling and system enhancement perspective. We close by discussing the implications for practice, limitations of the study and future research directions. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01