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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Vydáno v:Instructional science Ročník 42; číslo 2; s. 159 - 181
Hlavní autoři: Feyzi-Behnagh, Reza, Azevedo, Roger, Legowski, Elizabeth, Reitmeyer, Kayse, Tseytlin, Eugene, Crowley, Rebecca S.
Médium: Journal Article
Jazyk:angličtina
Vydáno: Dordrecht Springer 01.03.2014
Springer Netherlands
Springer Nature B.V
Témata:
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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Shrnutí: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 conditions. The cases used in this study were selected from the domain of nodular and diffuse dermatitides. Both groups worked with a version of SlideTutor that provided immediate feedback on their actions for 2 h before proceeding to solve cases in either the Considering Alternatives or Playback condition. No immediate feedback was provided on actions performed by participants in the scaffolding mode. Measurements included learning gains (pre-test and post-test), as well as metacognitive performance, including Goodman-Kruskal Gamma correlation, bias, and discrimination. Results showed that participants in both conditions improved significantly in terms of their diagnostic scores from pre-test to post-test. More importantly, participants in the Considering Alternatives condition outperformed those in the Playback condition in the accuracy of their confidence judgments and the discrimination of the correctness of their assertions while solving cases. The results suggested that presenting participants with their diagnostic decision paths and highlighting correct and incorrect paths helps them to become more metacognitively accurate in their confidence judgments.
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ISSN:0020-4277
1573-1952
DOI:10.1007/s11251-013-9275-4