The use of learning dashboards to support complex in-class pedagogical scenarios in medical training: how do they influence students’ cognitive engagement?

de Leng, Bas; Pawelka, Friedrich

doi:10.1186/s41039-020-00135-7

Research and Practice in Technology Enhanced Learning

Table 2 Examples of verbal interactions during class-wide discussions on systematic viewing tasks

From: The use of learning dashboards to support complex in-class pedagogical scenarios in medical training: how do they influence students’ cognitive engagement?

Very modest interaction	More worked-out interaction
Long-menu question: “the parenchyma of the lungs shows…..”	Long-menu question: “the diaphragm shows…”
Observation: The supervisor reads one of the answers on the learning dashboard that two students have chosen: “fine granular miliary opacities.”	Observation: The supervisor looks at the frontal view of a chest radiograph on the learning dashboard and poses questions to the group.
Transcript: T: What is a miliary opacity? S1: miliar means all over the place. T: millien are these rice grain sized nodules. Everywhere very many small dispersed nodules can be seen. That is not the case here.	Transcript: T: What side is raised? S1: left side. T: left, of course. The left side is elevated. On what side is diaphragm normally elevated? Ss: the right side, because of the liver. T: Correct right side, because of the liver. Here it is exactly the other way round. So we have to consider if this is a bulge of the diaphragm und if so what structure can cause such a bulge. On the right side this would be more obvious, a space occupying lesion of the liver for instance. What structure can cause a bulge in the diaphragm on the other side? S2: the spleen. T: Yes the spleen, but the spleen has relatively a lot of space to move downwards. And that is exactly what mostly happens, for instance in case of a lymphoma. S3: stomach. T: The stomach. When it is filled with fluid this might be possible, but I never seen a case with such a lot of fluid in the stomach that it caused a bulge in the diaphragma. In addition you can see something here (pointing to area), what is this? S1: stomach bubble. T: Stomach bubble. When the bulge in the diaphragm would be caused by the stomach and this X-ray is of the patient in standing position one would expect this air in the highest part of the bulge and it isn't. So all together it doesn't fit the idea that this bulge constitutes solid tissue.
	T: Now we going to have a look at the lateral view. Where is the diaphragm bulge now? (Long silence) T: normally the diaphragm shows to the backside such a downward slope (demonstrates with pointer), but that isn't the case on this side. Because what side of the diaphragm we see here? S3: that is the right diaphragm und it goes downwards. T: Why is this the right diaphragm? Because it goes down, but is there another reason that makes that we can be very sure it is the right diaphragm? Consider from what side this image is taken. What side is closest to the film? S1: left side is closest to the film. T: so where will be the ribs of the left side? On the inside or the outside? Think of the way the image is created.

Observations and transcripts of video recordings from class-wide discussions on reviewing anatomical landmarks that illustrate a very modest (left column) and a more worked-out interaction (right column). Each column starts with the question type of the individual computer task that was discussed in the group together with the introductory text line of this question. It is followed by a description of the observed activity and finally by a verbatim text of the dialogue (T tutor, S1-n one individual student, Ss more students simultaneously)

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