Facilitating Diagnostic Competences in Simulations in Higher Education A Framework and a Research Agenda

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 problemsolving 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.

Simulation-Based Learning in Higher Education: A Meta-Analysis

“…Problem solving in this case might involve not only diagnosing but also managing critical situations . By diagnosing, we understand collecting case-specific information to reduce uncertainty (Heitzmann et al, 2019), such as diagnosing learning difficulties, identifying the cause of a health problem, or developing a course of action. By managing critical situations we understand using the set of skills required to behave in situations of emergency or uncertainty, such as classroom management skills or emergency help with disasters or accidents.…”

Simulation research and design: a dual-level framework for multi-project research programs

“…Second, some joint conceptualizations of knowledge and competences already exist. This is particularly the case for diagnostic competences (Förtsch et al 2018;Heitzmann et al 2019). Third, we can assume that the instructional design of simulations in both domains is rather similar.…”

“…The research committee of COSIMA created detailed specifications for reporting results in the research projects and compiled data from all seven empirical projects into one file. The research committee has published two conceptual articles so far that do not rely on project data (Förtsch et al 2018;Heitzmann et al 2019). In addition, a registered report is in preparation that will evaluate aggregated data from multiple projects using structural equation modeling techniques.…”

Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment

“…Moreover, the question of how to support teachers effectively in their development of diagnostic competence is largely unclear, although it is receiving increased attention (Fischer and Opitz 2020;Leuders et al 2018;Südkamp and Praetorius 2017). Because diagnosing in a real classroom is a complex situation (Stokking et al 2003;Heitzmann et al 2019), simulated environments that allow the reduction of the complexity may be beneficial for both the assessment of diagnostic processes and the support of diagnostic competences especially during the early phases of teacher training.…”