先解题后教学比先教学后解题更利于诊断能力迁移
How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning
- 对比先教策略再解题与先解题再教两种顺序
- 解题后再教学组在迁移任务中表现显著更好
- 适合需要提升临床推理能力的医学/药学教育者
在多种教育领域中，帮助学生发展有效的诊断推理能力是一项关键挑战。新手常受认知偏差（如过早闭合、过度依赖启发式）影响。基于场景的学习（SBL）通过提供真实案例和迭代练习来应对这一问题，但最优的教学与练习顺序仍不明确。本研究在名为PharmaSim的在线SBL环境中，采用组间设计，考察个性化支持如何融入不同教学序列，并比较在问题解决前（I-PS）或后（PS-I）提供显式诊断策略指导的效果。结果显示，尽管两种方式均有益，但PS-I组在迁移任务中的表现显著更高。
原文摘要 · Abstract (English)
Supporting students in developing effective diagnostic reasoning is a key challenge in various educational domains. Novices often struggle with cognitive biases such as premature closure and over-reliance on heuristics. Scenario-based learning (SBL) can address these challenges by offering realistic case experiences and iterative practice, but the optimal sequencing of instruction and problem-solving activities remains unclear. This study examines how personalized support can be incorporated into different instructional sequences and whether providing explicit diagnostic strategy instruction before (I-PS) or after problem-solving (PS-I) improves learning and its transfer. We employ a between-groups design in an online SBL environment called PharmaSim, which simulates real-world client interactions for pharmacy technician apprentices. Results indicate that while both instruction types are beneficial, PS-I leads to significantly higher performance in transfer tasks.
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