Problem-solving facilitates diagnostic competences independent of learners' professional knowledge base¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Problem-solving as an instructional approach effectively facilitates diagnostic competences for learners with both lower and higher professional knowledge bases. → Olga Chernikova 2020

Evidence¶

Olga Chernikova 2020¶

Olga Chernikova, Nicole Heitzmann, Maximilian Christian Fink, Venance Timothy, Tina Seidel, Frank Fischer, DFG Research group COSIMA. (2020). Facilitating Diagnostic Competences in Higher Education—a Meta-Analysis in Medical and Teacher Education. Educational Psychology Review. https://doi.org/10.1007/s10648-019-09492-2

q3 · i? · quant-synthesis · r?

Meta-analytic moderator result reported in the article's abstract summary: problem-solving's facilitation of diagnostic competences did not depend on whether learners had a lower or higher professional knowledge base. No separate effect size for this moderator is printed in the supplied text.

"Diagnostic competences are facilitated effectively through problem-solving independent of the learners'knowledge base."

Discussion¶

Learner Variables¶

• Problem Solving — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Learning through the experience of solving problems can build both content knowledge and thinking strategies — a broader claim this one bears on
• Guidance during initial problem solving does not translate into better learning from subsequent instruction — related
• Long video-based modelling examples did not improve diagnostic strategy knowledge, skills, self-efficacy, or cognitive load relative to independently practising in a computer simulation — related
• Example-first conditions outperformed problem-first conditions on an immediate circuit test — related
• Instructional support has a moderate positive effect on diagnostic competences in higher education (g = 0.39)