Metacognitive scaffolds improve self-judgments of accuracy in a medical intelligent tutoring system

In this study, we examined the effect of two metacognitive scaffolds on the accuracy of confidence judgments made while diagnosing dermatopathology slides in SlideTutor. Thirty-one (N = 31) first- to fourth-year pathology and dermatology residents were randomly assigned to one of the two scaffolding...

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Vydané v:	Instructional science Ročník 42; číslo 2; s. 159 - 181
Hlavní autori:	Feyzi-Behnagh, Reza, Azevedo, Roger, Legowski, Elizabeth, Reitmeyer, Kayse, Tseytlin, Eugene, Crowley, Rebecca S.
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Dordrecht Springer 01.03.2014 Springer Netherlands Springer Nature B.V
Predmet:	Academic Achievement Accuracy Achievement Gains Alternative approaches CAI Clinical Diagnosis Cognitive ability Cognitive models Cognitive Processes Computer assisted instruction Computers Confidence Consultation Programs Correlation Departments Dermatology Discriminant Analysis Discrimination Disorders Education Educational Psychology Evaluative Thinking Feedback Feedback (Response) Improvement Instructional Systems Intelligence Intelligent Tutoring Systems Judgment Learning and Instruction Learning Processes Machine learning Measures (Individuals) Medical Services Medical Students Medicine Metacognition Negligence Pathology Patients Pedagogic Psychology Peer tutoring Physicians Posttests Pretests Pretests Posttests Problem Solving Resistance (Psychology) Scaffolding Scaffolding (Teaching Technique) Scaffolds Scores Statistical Bias Teaching Methods Tests Training Tutoring Tutors Cognitive debiasing Diagnostic reasoning Metacognitive judgments Intelligent tutoring systems Metacognition Computer based education Pathology Diagnostic errors
ISSN:	0020-4277, 1573-1952
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