Supporting medical decision making with argumentation tools

Lu, Jianxiong; Lajoie, Susanne P.

doi:10.1016/j.cedpsych.2008.05.005

Cited by 40 publications

(35 citation statements)

References 38 publications

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“…We have started to look at this in the context of simulated emergencies that mimic the types of decisionmaking that is needed by medical teams in life-threatening situations. More specifically, we investigated collaborative decision making in this context as well as the communicative discourse of groups of learners engaged in a simulated medical emergency (Lu and Lajoie 2008). We examined the complex interactions that occur during the activity that promote learning, co-regulation, and ultimately self-regulation.…”

Section: Technology-rich Environments For Extending Metacognition Srmentioning

confidence: 99%

“…He suggested combining think-alouds with other measures to provide a deeper understanding of these constructs. We have been developing converging methods using technology-rich environments to situate learning in ways that facilitate metacognition, SR, and SRL (Gauthier and Lajoie, in preparation; Lajoie et al, in preparation;Lu and Lajoie 2008).…”

Section: Technology-rich Environments For Extending Metacognition Srmentioning

confidence: 99%

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Metacognition, Self Regulation, and Self-regulated Learning: A Rose by any other Name?

Lajoie¹

2008

Educ Psychol Rev

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This commentary reviews the distinctions researchers make in defining metacognition, self-regulation, and self-regulated learning along with the methods used to explore these constructs. Bandura's notion of reciprocal determinism (1977) is revisited in the context of situated learning, whereby interactions between the person, behavior, and environment take on new meaning when examining learning and affect in specific contexts where knowledge is constructed through interacting with all that the environment affords, be that material or human. The interaction between the mind and environment continues to be an interesting question with regard to these three constructs, and this interaction can be explored by using computers as cognitive tools. Technology-rich environments are described that provide opportunities for assessing and validating metacognition, self-regulation, and self-regulated learning with future directions for assessing co-regulation of teams of learners.Keywords Metacogniton . Self-regulation . Self-regulated learning . Computer based learning environments Many reputable scholars in our field have discussed how theories evolve either through evolutionary or revolutionary methods where the fittest theories, concepts, and constructs predominate the literature and guide research for several years and decades (Kuhn 1996;Mayer 1997). Theory change can be seamless such as a natural progression where old ideas die when they have outlived their usefulness and new ones thrive. On the other hand, theory change can become a battle of words that polarizes our field into different camps. Theory change based on empirical findings and constructive dialogue is healthy. The research presented in this special issue on metacognition, self-regulation (SR), and self-regulated learning (SRL) is unique because it serves to move the field forward without alienating those who have been working within a paradigm with one set of assumptions for several years. The contributors to this journal outline the distinctions between these three constructs and highlight where the edges are blurred. Most importantly, they seek ways to improve our Educ Psychol Rev (2008) 20:469-475

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Section: Technology-rich Environments For Extending Metacognition Srmentioning

confidence: 99%

Section: Technology-rich Environments For Extending Metacognition Srmentioning

confidence: 99%

Metacognition, Self Regulation, and Self-regulated Learning: A Rose by any other Name?

Lajoie¹

2008

Educ Psychol Rev

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“…In a previous study (Lu & Lajoie, 2008) we investigated communicative activities and medical decision making in the context of the deteriorating patient activity. In one condition students used a traditional whiteboard to document medical arguments on how to solve a medical emergency.…”

Section: The Deteriorating Patient Simulationmentioning

confidence: 99%

“…We have started to explore co-regulation in the context of decision making in simulated emergencies where medical teams work together to manage patient cases. Our earlier work has described the relationship between collaborative decision-making in this context as well as discourse patterns that emerge in a simulated medical emergency (Lu & Lajoie, 2008). This paper examines the interactions that occur during this simulation that reflect the relationship between coregulation and medical decision-making.…”

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confidence: 99%

Supporting collaboration with technology: does shared cognition lead to co-regulation in medicine?

Lajoie

2011

Metacognition Learning

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The theoretical distinctions between metacognition, self-regulation and selfregulated learning are often blurred which makes the definition of co-regulation in group learning situations even more difficult. We have started to explore co-regulation in the context of decision making in simulated emergencies where medical teams work together to manage patient cases. Our earlier work has described the relationship between collaborative decision-making in this context as well as discourse patterns that emerge in a simulated medical emergency (Lu & Lajoie, 2008). This paper examines the interactions that occur during this simulation that reflect the relationship between coregulation and medical decision-making. There are two collaborative learning conditions, a traditional situation where the instructor facilitates collaboration by using a whiteboard to document the group's construction of a medical argument (the traditional whiteboard condition, TW). The second condition uses technology to facilitate the collaboration, where individuals use laptops and an interactive whiteboard (IW) where they can interact with the problem list as it is being created. Our assumption was that the IW would facilitate communication beyond the teacher-student, to include student-student both within and between the various subgroups. The IW group could document their medical arguments by using a structured template for constructing, annotating and sharing arguments. We found that participants in the IW condition differed from the TW condition in that they engaged in more adaptive decision-making behavior early on in the intervention. Similar overall levels of metacognitive activity were found in both conditions but the pattern and timing of metacognitive categories varied. Specifically, the IW group engaged in more planning and orienting than the TW group at the outset of the problem. Early engagement and co-regulation occurred in the IW group which led to shared understandings and subsequently to effective patient management in latter sessions (11.5% vs. 3.6% in TW). Technology supported greater metacognitive activity Metacognition Learning (2012) 7:45-62

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“…Pero son muy pocos los estudios que han examinado la actividad argumentativa en situación dinámica, como en el ámbito medico (Hagler & Brem, 2008;Lu & Lajoie, 2008) o en la aeronáu-tica (Bourgeon, Valot, & Navarro, 2013). Sin embargo, ninguno propone un modelo de la argumentación en situación dinámica en el cual basarse.…”

Section: Etapas 3 Y 4: Examen De Los Flujos De Comu-nicación Y De La unclassified

Fiabilización de las decisiones en la sala de control de una central nuclear: el papel de la argumentación en la resolución colectiva de problemas

Mérand¹

2017

Labo

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Supporting medical decision making with argumentation tools

Cited by 40 publications

References 38 publications

Metacognition, Self Regulation, and Self-regulated Learning: A Rose by any other Name?

Metacognition, Self Regulation, and Self-regulated Learning: A Rose by any other Name?

Supporting collaboration with technology: does shared cognition lead to co-regulation in medicine?

Fiabilización de las decisiones en la sala de control de una central nuclear: el papel de la argumentación en la resolución colectiva de problemas

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