TY  - BOOK
AU  - Fischer,Frank
AU  - Opitz,Ansgar
ED  - SpringerLink (Online service)
TI  - Learning to Diagnose with Simulations : Examples from Teacher Education and Medical Education 
SN  - 9783030891473
U1  - 370.15 23
PY  - 2022///
CY  - Cham
PB  - Springer International Publishing, Imprint: Springer
KW  - Educational psychology
KW  - Medical education
KW  - Teachers-Training of
KW  - Professional education
KW  - Vocational education
KW  - Educational Psychology
KW  - Medical Education
KW  - Teaching and Teacher Education
KW  - Professional and Vocational Education
N1  - 1. A theoretical framework for learning diagnostic competences with simulations -- 2. Diagnosing primary school children's mathematical competences and misconceptions based on their written work -- 3. Diagnosing mathematical argumentation skills in secondary school based on videos of students attempting to construct proofs -- 4. Diagnosing 6th graders´ understanding of decimal fractions - A role-play-based simulation for mathematics teacher students of diagnostic interviews featuring simulated teacher-student interactions -- 5. Diagnosing the instructional quality of biology lessons based on staged-videos -- 6. Diagnosing secondary school students´ scientific reasoning skills in physics and biology - A video-based simulation for pre-service teachers -- 7. Diagnosing students' behavioral, developmental and learning disorders based on records of behavior and performance -- 8. Facilitating Medical History Taking through Live and Computer Simulations -- 9. Learning collaborative Diagnosing in Medical Education - Diagnosing a Patient's Disease in Collaboration with a Simulated Radiologist -- 10. Using simulations to facilitate professional competences: promising trajectories for future research.; Open Access
N2  - This open access book presents 8 novel approaches to measure and improve diagnostic competences with simulation. The book compares the effects of interventions on these diagnostic competences in both teacher and medical education. It includes analyses showing that important aspects of diagnostic competences and effects of instructional interventions aiming to facilitate them are comparable for teachers and doctors. Through closely analyzing projects from medical education, mathematics education, biology education, and psychology, the reader is presented with multiple options for interventions that may be used in each of the subject areas and the improvements in diagnostic skills that could be expected from each simulation. The book concludes with an outline of promising future research on the use of simulations to facilitate professional competences in higher education in general, and for the advancement of diagnostic competencies in particular
UR  - https://doi.org/10.1007/978-3-030-89147-3
ER  -