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Scaffolding diagnostic reasoning in case-based-learning environments

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Abstract

MEDICAL DIAGNOSIS is a critical skill that is usually developed with experience in interacting with, diagnosing, and managing patients. Computer-delivered, case-based-learning environments can be developed to provide students with valuable diagnostic experiences prior to dealing with real patients. Diagnostic skill requires physicians to understand and use causal reasoning in order to make predictions. That causal reasoning may be scaffolded in the design of those environments. This paper describes the scaffolding of causal reasoning in making initial diagnoses, determining etiology, and making differential diagnoses in platelet-related problems.

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  1. David H. Jonassen

    Present address: Instructional Systems Program, The Pennsylvania State University, 268 Chambers Building, 16802-3204, University Park, PA

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    1. David H. Jonassen
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    ABOUT THE AUTHOR

    David Jonassen is Professor and Head of Instructional Systems at The Pennsylvania State University. Dr. Jonassen has previously taught at the University of Colorado, the University of North Carolina at Greensboro, Syracuse University, and Temple University. He consults with businesses, universities, and other institutions around the world. He has authored/edited sixteen books and hundreds of articles, papers, and technical reports. His current research focuses on designing constructivist learning environments, cognitive tools for learning, knowledge representation methods, and individual differences and learning.

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    Jonassen, D.H. Scaffolding diagnostic reasoning in case-based-learning environments. J. Comput. High. Educ. 8, 48–68 (1996). https://doi.org/10.1007/BF02942395

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