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Objectives A case‐based, worked example approach was realised in a computer‐based learning environment with the intention of facilitating medical students’ diagnostic knowledge. In order to enhance the effectiveness of the approach, two additional measures were implemented: erroneous examples and elaborated feedback. In the context of an experimental study, the two measures were varied experimentally. Methods A total of 153 medical students were randomly assigned to four experimental conditions of a 2 × 2‐factor design (errors versus no errors, elaborated feedback versus knowledge of correct result KCR). In order to verify the sustainability of the effects, a subgroup of subjects ( n = 52) was compared with a control group of students who did not participate in the experiment ( n = 145) on a regular multiple‐choice question (MCQ) test. Results Results show that the acquisition of diagnostic knowledge is mainly supported by providing erroneous examples in combination with elaborated feedback. These effects were independent from differences in time‐on‐task and prior knowledge. Furthermore, the effects of the learning environment proved sustainable. Conclusions Our results demonstrate that the case‐based, worked example approach is effective and efficient.
Kopp et al. (Tue,) studied this question.
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