Fostering diagnostic knowledge through computer-supported, case-based worked examples: effects of erroneous examples and feedback

Kopp, Veronika; Stark, Robin; Fischer, Martin R.

doi:10.1111/j.1365-2923.2008.03122.x

Cited by 104 publications

(112 citation statements)

References 23 publications

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“…Some studies on worked examples have deviated from presenting a didactical solution and have used erroneous examples with an instruction for students to find and fix the errors (e.g., Große and Renkl 2007) or with additional feedback (e.g., Kopp et al 2008) to stimulate students to process the examples more deeply. As mentioned before, modeling examples that show a model's natural rather than didactical behavior are likely to contain errors and also often show the correction of those errors by the model.…”

Section: How Should Examples Be Designed To Optimize Their Effectivenmentioning

confidence: 99%

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

2010

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Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on worked examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on modeling examples, which provide students the opportunity to observe an adult or a peer model performing the task. The model can behave didactically or naturally, and the observation can take place face to face, on video, as a screen recording of the model's computer screen, or as an animation. This article reviews the contributions of the research on both types of example-based learning on questions such as why examplebased learning is effective, for what kinds of tasks and learners it is effective, and how examples should be designed and delivered to students to optimize learning. This will show both the commonalities and the differences in research on example-based learning conducted from both perspectives and might inspire the identification of new research questions. Bandura's (1977Bandura's ( , 1986) social learning theory. Both argue that it would be Educ Psychol Rev (2010) 22:155-174 Keywords

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Section: How Should Examples Be Designed To Optimize Their Effectivenmentioning

confidence: 99%

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

2010

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“…The third step of the approach in which students direct the instructors who respond accordingly can be only somewhat reproduced. Feedback tries to compensate for this, provides additional activity, supports the estimation by the students, enforces repetition of core content while allowing learning from observable errors [5,16,26]. The online follow-up work offers more depth with alternative case examples.…”

Section: Discussionmentioning

confidence: 99%

Improvement of Radiological Teaching – Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge

Wirth

William

Paolini

et al. 2017

Fortschr Röntgenstr

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ABSTR AC TPurpose Based on evaluation and examination results of students, a necessity for improvement of so far purely instructorbased radiological teaching at the local institution was determined. Aim of our study was to use one out of eight seminars to exemplify adaptation of the teaching concept according to learning theory knowledge, to determine the resulting effects and to interpret them. Materials and methodsThe institutional review board approved the prospective study of the seminar conversion, which was performed after the end of the winter semester 2015/2016. Didactically, this included a course split into online preparation, attendance phase and online follow-up with integration of interactive scaffolding, practice-oriented clinical teaching according to Stanford, Peyton skills transfer and extensive feedback into the attendance phase. At the beginning and at the end of each course, each student filled in identical, standardized questionnaires (n = 256 before and after conversion) using a 5-point Likert scale (1: very good; to 5: deficient) and additionally answered two randomly chosen written examination questions from a content-adapted questionnaire pool of the last five years. For statistical evaluation, the Mann-Whitney U-Test was used for evaluation data and Fisher's Exact test for exam questions.Results Before/after conversion, the subjective total evaluation score of students was 3.22 (mean value) ± 1.51 (standard deviation) / 1.66 ± 0.78 (p < 0.001) and the objective proportion of correctly answered examination questions in the respective cohort at the beginning of the seminar 37.7/ 53.9 % and at the end of the seminar 55.1/84.6 % (p < 0.001). ConclusionThe conversion of the test seminar resulted in both a better evaluation of the teaching unit by the students (evaluation) and a considerably higher rate of correctly answered examination questions from past state examinations (learning success). This supports transferring the concept to comparable teaching units. Ergebnisse Vor/nach Umstellung betrug die subjektive studentische Gesamtbewertung 3,22 (Mittelwert) ± 1,51 (Standardabweichung) / 1,66 ± 0,78 (p < 0,001) und der objektive Anteil korrekt beantworteter Prüfungsfragen in der jeweiligen Kohorte zu Beginn des Seminars 37,7/53,9 % sowie am Ende des Seminars 55,1/84,6 % (p jeweils < 0,001).

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“…One innovative and especially promising measure in the context of medical education consists in the presentation of erroneous examples (Große & Renkl, 2007;Siegler, 2002). In various studies, our research group demonstrated the effectiveness of erroneous worked examples in combination with elaborate feedback in the context of a computer-based learning environment (Kopp, Stark & Fischer, 2008;Kopp, Stark, Kühne-Eversmann & Fischer, 2009;Stark et al, 2011).…”

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Psychological Factors Affecting Medical Students’ Learning with Erroneous Worked Examples

Klopp

Stark

Kopp

et al. 2013

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The acquisition of diagnostic competence is seen as a major goal during the course of study in medicine. One innovative method to foster this goal is problem-based learning with erroneous worked examples provided in a computer learning environment. The present study explores the relationship of attitudinal, emotional and cognitive factors for learning with erroneous worked examples. 72 medical students from a German university worked with six case-based examples in the domain of arterial hypertension. Domain-specific conceptual prior knowledge, anxiety of making errors, attitudes towards errors, and ambiguity tolerance were measured as independent variables before the students worked with the examples. Diagnostic competence was operationalized by measuring conceptual, strategic, and conditional knowledge, which were assessed as dependent variables after working with the learning environment. A cluster analytic approach yielded three clusters. For each, the relationship with the learning outcome was analysed. Cluster membership significantly influenced the learning outcome in strategic, but not in conditional knowledge. Furthermore, cluster membership had a significant effect on conceptual knowledge; there was also an increase in conceptual knowledge for all clusters when conceptual knowledge measured after the treatment was compared to prior conceptual knowledge. The results clearly indicate the importance of a certain pattern of psychological factors for learning with erroneous worked examples.

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Fostering diagnostic knowledge through computer-supported, case-based worked examples: effects of erroneous examples and feedback

Abstract: Our results demonstrate that the case-based, worked example approach is effective and efficient.

Cited by 104 publications

References 23 publications

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

Improvement of Radiological Teaching – Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge

Psychological Factors Affecting Medical Students’ Learning with Erroneous Worked Examples

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