Case-based learning with worked examples in complex domains: Two experimental studies in undergraduate medical education |
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| Authors: | Robin Stark Veronika Kopp |
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| Institution: | a Institute of Education, Saarland University, POB 151150, 66041 Saarbrücken, Germany
b Institute for Teaching and Educational Research in Health Sciences, University Witten/Herdecke, Alfred-Herrhausen-Str. 50, 58448 Witten, Germany |
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| Abstract: | To investigate the effects of example format (erroneous examples vs. correct examples) and feedback format (elaborated feedback vs. knowledge of results feedback) on medical students' diagnostic competence in the context of a web-based learning environment containing case-based worked examples, two studies with a 2 × 2 design were conducted in the laboratory. In the first study (domain: arterial hypertension; N = 153) erroneous examples were effective in combination with elaborated feedback with respect to strategic and conditional knowledge. In the second study (domain: hyperthyroidism, N = 124), elaborated feedback supported all aspects of diagnostic competence, especially conditional knowledge. |
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| Keywords: | Case-based learning Diagnostic competence Error format Feedback format Worked examples |
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