Facilitating Diagnostic Competences in Higher Education---a Meta-Analysis in Medical and Teacher Education

Chernikova, Olga ; Heitzmann, Nicole ; Fink, Maximilian C. ; Timothy, Venance; Seidel, Tina ; Fischer, Frank and COSIMA, DFG Research group (3. July 2020): Facilitating Diagnostic Competences in Higher Education---a Meta-Analysis in Medical and Teacher Education. In: Educational Psychology Review, Vol. 32, No. 1: pp. 157-196

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.

• Item Type: Journal article
• Faculties: Psychology and Education Science > Department Psychology > Education and Educational Psychology
• Subjects: 100 Philosophy and Psychology > 150 Psychology
• ISSN: 1573-336X
• Language: English