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.
CITATION STYLE
Chernikova, O., Heitzmann, N., Fink, M. C., Timothy, V., Seidel, T., & Fischer, F. (2020). Facilitating Diagnostic Competences in Higher Education—a Meta-Analysis in Medical and Teacher Education. Educational Psychology Review, 32(1), 157–196. https://doi.org/10.1007/s10648-019-09492-2
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