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Case-based learning with worked examples in complex domains: Two experimental studies in undergraduate medical education
ARTICLE

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Learning and Instruction Volume 21, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

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.

Citation

Stark, R., Kopp, V. & Fischer, M.R. (2011). Case-based learning with worked examples in complex domains: Two experimental studies in undergraduate medical education. Learning and Instruction, 21(1), 22-33. Elsevier Ltd. Retrieved October 16, 2019 from .

This record was imported from Learning and Instruction on February 1, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2009.10.001

Keywords