Zeitschrift für Hochschuldidaktik Nr. 2000/1
Medicine Study 2000
Alternatives for Learning and Assessment, Teaching and Evaluation
Martin FISCHER (München, Deutschland)
CASUS: An Authoring and Learning Tool Supporting Diagnostic Reasoning
Summary
Concept-mapping techniques support the hypotheticaldeductive problem solving process. In medicine through the use of these techniques an improvement in both quantity and quality of diagnostic hypotheses can be demonstrated. The case-based learning system CASUS provides a mapping-tool for the visualization of medical differential diagnoses, which employs drag&drop interactivity to connect the critical findings of a learning case to the respective hypothesis by weighed links. We evaluated the use of the CASUS-mapping component in 6 internal medicine cases in the 3rd clinical semester at the University of Munich: 439 case sessions were recorded yielding 265 differential diagnostic networks with at least two hypothesis (60.3%). This paper describes the characteristics of the student differentials and compares them with the solutions derived from experts. Further it provides perspectives for the use of this data in future feedback processes.
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