ORCID: https://orcid.org/0000-0002-0112-3665; Heitzmann, Nicole
ORCID: https://orcid.org/0000-0001-5032-8379; Fink, Maximilian C.
ORCID: https://orcid.org/0000-0002-4269-4157; Timothy, Venance; Seidel, Tina
ORCID: https://orcid.org/0000-0002-2578-1208; Fischer, Frank
ORCID: https://orcid.org/0000-0003-0253-659X und COSIMA, DFG Research group
(3. Juli 2020):
Facilitating Diagnostic Competences in Higher Education---a Meta-Analysis in Medical and Teacher Education.
In: Educational Psychology Review, Bd. 32, Nr. 1: S. 157-196
[PDF, 869kB]

Abstract
Facilitating diagnostic competences is an important objective of higher education for many professions. This meta-analysis of 35 empirical studies builds on a conceptual framework and investigates the role of problem-solving, scaffolding, and context to foster diagnostic competences in learners with lower and higher professional knowledge bases. A moderator analysis investigates which type of scaffolding is effective for different levels of learners’ knowledge bases, as well as the role of the diagnostic context. Instructional support has a moderate positive effect (g = .39; CI [.22; .56]; p = .001). Diagnostic competences are facilitated effectively through problem-solving independent of the learners’ knowledge base. Scaffolding types providing high levels of guidance are more effective for less advanced learners, whereas scaffolding types relying on high levels of self-regulation are more effective for advanced learners.
Dokumententyp: | Zeitschriftenartikel |
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Fakultät: | Psychologie und Pädagogik > Department Psychologie > Empirische Pädagogik und Pädagogische Psychologie |
Themengebiete: | 100 Philosophie und Psychologie > 150 Psychologie |
URN: | urn:nbn:de:bvb:19-epub-84299-9 |
ISSN: | 1573-336X |
Sprache: | Englisch |
Dokumenten ID: | 84299 |
Datum der Veröffentlichung auf Open Access LMU: | 23. Dez. 2021, 06:45 |
Letzte Änderungen: | 23. Dez. 2021, 06:45 |