Artikel
Scaffolding the development of medical students’ ward round scripts using engagement and sequence reflection prompts in a computer-supported learning environment
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Autoren
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Esther Beltermann
- Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, Munich, Germany
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Ingo Kollar
- Ludwig-Maximilians-Universität München, Empirische Pädagogik und Pädagogische Psychologie, Munich, Germany
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Martin R. Fischer
- Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, Munich, Germany
| Veröffentlicht: | 12. März 2015 |
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Gliederung
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Background: Despite their importance, ward rounds are disregarded by medical curricula and students report difficulties in understanding them. Our previous study [1] revealed that students perceived rounds - and especially their own role - as characterized by passive activities that contribute little to knowledge construction and put a focus on activities not relevant for rounds. Results indicated a need for facilitating students’ ward round scripts in terms of
- 1.
- understanding ward rounds as encounter for knowledge construction [2] and
- 2.
- the typical sequence of ward rounds.
While computer-supported learning proved effective in various ill-structured contexts [3], it is unknown, whether the results can be transferred to script development. This project thus is driven by the question, how a computer-supported learning environment can facilitate script development. We designed a case-based computer-supported learning environment in which students watched ward round videos. Prompts were used as scaffolds for learning [3]. We used
- engagement reflection prompts guiding students’ attention to opportunities for knowledge construction between physicians and students, and
- sequence reflection prompts scaffolding individuals’ understanding of the course of ward rounds.
Methods: We used a 2-2 factorial design with the factors “engagement reflection prompts” and “sequence reflection prompts”. 200 students in their sixth to eight semester who successfully completed their one-week-clerkship in internal medicine will participate in the study until January 2015. Learning success is measured through a paper-based version of the structure-formation-technique [4]. The possible impact of mediating variables, i.e. grades, practical experience, will be assessed.
Expected Results and Discussion: We assume that students who receive one particular prompt succeed mainly in the corresponding aspect (understanding the potential for knowledge construction vs. sequential understanding), while students who receiving both prompts show improvement in both types of knowledge. Our results contribute to both the development of our ward round training, and to prior research on script development [5].
References
- 1.
- Beltermann E, Wessels I, Kollar I, Fischer MR. “I only stand around and look friendly” – Identifying deficits in medical students’ ward round scripts. (in prep.)
- 2.
- Chi MT. Active-constructive-interactive: a conceptual framework for differentiating learning activities. Top Cogn Sci. 2009;1(1):73-105. DOI: 10.1111/j.1756-8765.2008.01005.x
- 3.
- Bulu ST, Pedersen S. Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. Educ Technol Res Develop. 2010;58(5):507-529. DOI: 10.1007/s11423-010-9150-9
- 4.
- Scheele B, Groeben N. Dialog-Konsens-Methoden zur Rekonstruktion Subjektiver Theorien: die Heidelberger Struktur-Lege-Technik (SLT), konsensuale Ziel-Mittel-Argumentation und kommunikative Flußdiagramm-Beschreibung von Handlungen. Tübingen: Francke Verlag; 1988.
- 5.
- Fischer F, Kollar I, Stegmann K, Wecker C. Toward a script theory of guidance in computer-supported collaborative learning. Educ Psychol. 2013;48(1):56-66. DOI: 10.1080/00461520.2012.748005
