Facilitating Diagnostic Competences in Higher Education—a Meta-Analysis in Medical and Teacher Education

Abstract

Facilitating diagnostic competences is an important objective of higher education for many professions. This meta-analysis of 35 empirical studies builds on a conceptual framework and investigates the role of problem-solving, scaffolding, and context to foster diagnostic competences in learners with lower and higher professional knowledge bases. A moderator analysis investigates which type of scaffolding is effective for different levels of learners’ knowledge bases, as well as the role of the diagnostic context. Instructional support has a moderate positive effect ( g = .39; CI [.22; .56]; p = .001). Diagnostic competences are facilitated effectively through problem-solving independent of the learners’ knowledge base. Scaffolding types providing high levels of guidance are more effective for less advanced learners, whereas scaffolding types relying on high levels of self-regulation are more effective for advanced learners.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 143 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.