Understanding computer supported collaborative medical problem solving: diverse perspectives and multiple methods

Abstract

Understanding computer supported collaborative problem solving calls for diverse theoretical perspectives and multiple analytical methods. This chapter is divided into five parts. Part one deals with how different theories of learning contribute alternative social, cognitive and technological perspectives on such fundamental features of collaborative learning as scaffolding, problem solving, argumentation and communicative interaction. Part two argues that multiple methods provide resources for analyzing data from social, cognitive and affective perspectives on collaborative problem solving. Part three discusses computer-supported collaborative learning (CSCL) environments as composed of sets of cognitive tools specially designed to support collaborative problem solving. Part four focuses on an innovative classroom problem solving activity in which a teacher and his third-year medical students simulate authentic medical emergencies in which students are required to stabilize a hospitalized patient whose vital signs have suddenly begun to deteriorate. In mounting, directing and acting in simulations the teacher not only transforms his role as instructor but those of his students as learners. For instance, multiple theoretical perspectives make it possible to focus not only on diverse roles of pedagogical expertise but also on how CSCL based cognitive tools for visualizing and formulating tasks, and for managing data can be used in scaffolding collaborative problem solving and decision-making. Multidisciplinary methodologies can support complementary forms of analysis of differently sourced data. Examples of coding, analyzing, and interpreting teacher-student and student-student discourse, medical problem solving, and tool use are provided. Part five discusses potential challenges to and proposals for integrating multiple methods and sources of data.