Categorization of simulated diagnostic situations and the salience of diagnostic information

Abstract

Abstract: Simulated diagnostic situations function as learning environments and research tools to deepen the understanding of diagnostic processes. In this conceptual paper, we present a framework that fulfils two purposes. First, we categorize simulations of diagnostic situations using six descriptive components: physical environment, social embeddedness, diagnostic tasks, activities, information, and decisions. Second, we discriminate the salience of diagnostic information into four facets: access, prominence, simplicity, and clarity. These facets determine the likelihood that participants in a simulation will perceive and process relevant diagnostic information toward correct or accurate diagnostic decisions. We use one simulation to explain these components and facets in more detail. With this systematic conceptualization, we intend to deepen the understanding of how and why simulations work in creating authentic diagnostic situations, measuring diagnostic competencies, and providing learning environments for the facilitation of these competencies in higher education.