Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention.

In this study, we exploratively investigate the relation between students' epistemological beliefs and their declarative knowledge about scientific explanations and their practical skills to explain psychological phenomena drawing on scientific theories before and after a training intervention using a person-centered approach. We theoretically derive profiles of epistemological beliefs that should be beneficial for constructing scientific explanations. We those having higher explanation skills show a profile of epistemological beliefs that is beneficial for explanations skills. Using a latent profile transition analysis and a sample with N = 108 students, we explore which profiles of epistemological beliefs, declarative knowledge about explanations, and explanation skills empirically emerge before and after an intervention that aimed and fostering students' skills to construct scientific explanations. Before the intervention, two profiles emerged that differed in epistemological beliefs and explanation skills, but both did not in declarative knowledge about explanation. The intervention, in general, yielded a gain in declarative knowledge about explanations and explanation skills. After the intervention, again, two profiles emerged. However, these profiles did not differ in their epistemological beliefs but only in declarative knowledge about explanations and explanation skills. Thus, the intervention seems to level out the effects of epistemological beliefs. Additionally, the pattern of change in epistemological beliefs is consistent with theoretical expectations about which epistemological beliefs are beneficial for explanations. We discuss the results and their implications, as well as their limitations. Finally, we provide an outlook of using the person-oriented approach and this study's type of intervention in the research on changing epistemological beliefs.

Specific health beliefs mediate sex differences in food choice.

Objective: Although sex differences in dietary habits are well documented, the etiology of those differences is still a focus of research. The present study examines the role of specific health beliefs regarding healthy amounts of food for food choice and its relation to sex, more specifically, the assumption that sex differences in food choices are mediated by differentiating health beliefs. Method: 212 German participants (44.3% female) aged 18-70 answered an online self-report questionnaire on their dietary habits and health beliefs, based on the recommendations of the German Nutrition Society. Results: Most of the anticipated sex differences in food choice and some differences in health beliefs were found. The mediation hypothesis was partly supported, as the relationship between sex and fruit, vegetable, and fish consumption was mediated by the respective health beliefs. However, no mediation effects were found for meat, egg, cereal, and milk product consumption. Conclusion: The support for the mediation hypothesis aligns with previous findings and indicates that health beliefs might be an important pathway to fostering healthier food choices, especially for men. Nonetheless, sex differences in food choice were only partially mediated by sex differences in specific health beliefs, indicating that future studies might benefit from parallel mediation analyses to reveal the impact of other relevant factors influencing sex differences in food choice.

Evaluating self-reported retrospective average daily fruit, vegetable, and egg intake: Trustworthy-Sometimes!

Retrospective self-reports are commonly used to assess dietary intake. Yet, their use is criticized as it is unclear whether the underlying assumptions for valid self-reports are met: Individuals have to consider the behavior of all days in the retention interval and weigh the behavior of all days equally. This study examines whether these assumptions for retrospective self-reports are met and whether interindividual differences in self-report performance are relevant regarding these assumptions. Ninety-two participants aged 18-61 years participated in seven sequential 24-h recalls and one retrospective 7-day recall concerning their intake of fruit, vegetables, and eggs. A multiple linear regression approach was used to examine the relation between the daily reported dietary intake and the 7-day recall. In the overall sample, the requirements for retrospective self-reports were not tenable. Distinguishing good and poor self-reporters based on a rational criterion showed that the requirements can be taken as given for good self-reporters, whereas poor self-reporters base their retrospective self-reports mostly on recency effects. The underlying requirements for retrospective self-reports appear to be met in two thirds of the sample, supporting the use of retrospective self-reports to capture dietary behavior. Future research should investigate characteristics separating good from poor self-reporters.

Faking self-reports of health behavior: a comparison between a within- and a between-subjects design.

BACKGROUND: This study examines people's ability to fake their reported health behavior and explores the magnitude of such response distortion concerning faking of preventive health behavior and health risk behavior. As health behavior is a sensitive topic, people usually prefer privacy about it or they wish to create a better image of themselves (Fekken et al., 2012; Levy et al., 2018). Nevertheless, health behavior is often assessed by self-report questionnaires that are prone to faking. Therefore, it is important to examine the possible impact of such faking. METHODS: To replicate the findings and test their robustness, two study designs were realized. In the within-subjects-design, 142 participants repeatedly answered a health behavior questionnaire with an instruction to answer honestly, fake good, and fake bad. In the between-subjects design, 128 participants were randomly assigned to one of three groups that filled out the health behavior questionnaire with only one of the three instructions. RESULTS: Both studies showed that successful faking of self-reported preventive and health risk behavior was possible. The magnitude of such faking effects was very large in the within-subjects design and somewhat smaller in the between-subjects design. CONCLUSION: Even though each design has its inherent merits and problems, caution is indicated regarding faking effects.

Fostering medical students' clinical reasoning by learning from errors in clinical case vignettes: effects and conditions of additional prompting procedures to foster self-explanations.

The present study aims at fostering undergraduate medical students' clinical reasoning by learning from errors. By fostering the acquisition of "negative knowledge" about typical cognitive errors in the medical reasoning process, we support learners in avoiding future erroneous decisions and actions in similar situations. Since learning from errors is based on self-explanation activities, we provided additional prompting procedures to foster the effectiveness of the error-based instructional approach. The extent of instructional support in a web-based learning environment with erroneous clinical case examples was varied in a one-factorial design with three groups by either presenting the cases as (a) unsupported worked examples or by providing the participants with (b) closed prompts in the form of multiple-choice tasks or (c) with open reflection prompts during the learning process. Despite significant learning progress in all conditions, neither prompting procedure improved the learning outcomes beyond the level of the unsupported worked example condition. In contrast to our hypotheses, the unsupported worked example condition was the most effective with respect to fostering clinical reasoning performance. The effects of the learning conditions on clinical reasoning performance was mediated by cognitive load, and moderated by the students' self-efficacy. Both prompting procedures increased extraneous cognitive load. For learners with low self-efficacy, the prompting procedures interfered with effective learning from errors. Although our error-based instructional approach substantially improved clinical reasoning, additional instructional measures intended to support error-based learning processes may overtax learners in an early phase of clinical expertise development and should therefore only be used in moderation.

Situated health promotion: reflections on implementing situated learning approaches in health promotion.

Handing down health knowledge and behavior patterns is a main objective of health promotion. Often, interventions do not bring about the intended change of behavior. This could be due, among other things, to the fact that the majority of intervention programs are not based on principles of instructional design to bridge the gap between knowledge and action. A situated design of health promotion measures is to be considered particularly suitable. That accounts for the fact that the acquisition and application of knowledge is an active construction process on the part of the individuals involved, and one that includes the possibility to improve the quality of learning processes in the area of health promotion, and thus increases the probability that acquired knowledge can be applied in real situations. In the context of the problem that most health promotion interventions frequently do not show the desired permanent behavioral changes of the participating individuals, from a pedagogical perspective, it is crucial that current didactic-methodological principles be taken into account. This, too, should be taken into account in connection with an empirical analysis of the reflections in this article. In the following paper, various suggestions for implementation are explained and discussed.

Do worked examples foster medical students' diagnostic knowledge of hyperthyroidism?

OBJECTIVES: In an initial experimental study in the domain of learning about hypertension, a case-based, worked example approach was found to be most effective when erroneous examples and elaborated feedback were provided. However, combining erroneous examples with knowledge of correct result (KCR) feedback impaired learning. This study was designed to establish whether these findings could be replicated in the domain of learning about hyperthyroidism. METHODS: A total of 124 medical students were randomly assigned to the four conditions of a 2 x 2 design (with errors versus without errors; elaborated feedback versus KCR feedback). Diagnostic knowledge was operationalised by a multiple-choice test, key feature problems and problem-solving tasks. Acceptance and subjective learning outcomes were assessed on three rating scales. RESULTS: The combination of erroneous examples and elaborated feedback was the most effective learning condition, whereas erroneous examples with KCR feedback impaired knowledge acquisition. These effects were independent of differences in prior knowledge and time on task and replicated key findings of the study on hypertension diagnostics. Additionally, results showed that students in conditions with elaborated feedback assessed their learning outcomes as significantly higher than students receiving KCR feedback only. CONCLUSIONS: By providing erroneous examples in combination with elaborated feedback in a computer-based learning environment, diagnostic knowledge was fostered. The approach of 'learning from worked examples' was successfully adapted to a complex domain and was found to support the acquisition of complex competencies.

Fostering diagnostic knowledge through computer-supported, case-based worked examples: effects of erroneous examples and feedback.

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 x 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.

Simulating soft data to make soft data applicable to simulation.

BACKGROUND: Biomedical processes are often influenced by measures considered "non-crisp", "soft" or "subjective". Despite the growing awareness of the importance of such measures, they are rarely considered in biomedical simulation. This study introduces an input generator for soft data (input generator SD) that makes soft data applicable to simulation. MATERIALS AND METHODS: Machine learning approaches and standard regression techniques were applied to simulate odour intensity ratings. RESULTS: The performance of all the applied methods was satisfactory and the results can be used to modify systems biological mathematical models. CONCLUSION: Soft data should no longer be discounted in systems biological simulations. Exemplarily, it can be demonstrated that the input generator SD produces results that are similar to those that the simulated system can generate. Machine learning and/or appropriate conventional mathematical approaches may be applied to simulate noncrisp processes that can be used to modify mathematical models of any granularity.