Summary
Project B02 investigates how personalized scaffolding can support learning outcomes in a simulation-based learning environment for medical students. Collaborative intervention skills, which are necessary for successful interprofessional ward-rounding in a modern-day clinic, will be practiced by learners through a simulation. The simulated task of interprofessional collaboration during ward round briefing ahead of entering the patient’s room is conceptualized through an intervention reasoning task requiring the interaction with an LLM-based agent nurse to reach a viable and qualitatively good intervention plan. This task will be personalized through representational and learning process scaffolding according to the learner’s performance. After working on the simulation, learners will engage in a human-to-human roleplay of a similar simulation. From this, we want to analyze whether and under what conditions the learned skills can be transferred to a close-to-real-life scenario. Project B02 aims to develop and validate a model for collaborative intervention reasoning skills, as well as a learning simulation and authentic patient cases for this purpose (study 1). Next, the project will conduct three experimental studies to investigate the effects of different personalization strategies on the learning outcome (study 2 and 3) and feedback skills of learners (study 4). The main focus of project B02 is on the differences between learner-controlled and system-controlled adaptivity of learning process scaffolding and representational scaffolding, and how these differences are linked to the self-regulation skills of learners.
