Diagnosing Virtual Patient Cases: Gender Differences in Novice Physicians in a Computer Based Learning Environment
Tenzin Doleck, Amanda Jarrell, McGill University, Canada ; Eric Poitras, University of Utah, United States ; Susanne Lajoie, McGill University, Canada
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
There has been considerable interest to better understand the nature, possible source, and affects of gender differences in education. Examining performance differences across genders can have implications from an instructional design perspective; differences, if any, can be ameliorated with the appropriate instructional delivery. This study is motivated by the question: are there performance (as measured by accuracy and efficiency of problem solving) differences in male and female novice physicians in the context of clinical reasoning? This study examines whether male and female novice physicians exhibit differences in clinical reasoning in the context of diagnosing virtual patient cases in a computer-based learning environment called BioWorld. We present results from an initial investigation of gender differences in clinical reasoning in BioWorld.
Doleck, T., Jarrell, A., Poitras, E. & Lajoie, S. (2015). Diagnosing Virtual Patient Cases: Gender Differences in Novice Physicians in a Computer Based Learning Environment. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 494-498). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2018 from https://www.learntechlib.org/primary/p/151317/.
© 2015 Association for the Advancement of Computing in Education (AACE)
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