Dr. rer. nat. Andreas Fleischmann, TUM ProLehre Hochschul- und Mediendidaktik der TU München
Prof. Dr. phil. Johannes Bauer, Universität Erfurt
Funding: Federal Ministry of Education and Research (BMBF)
Research Employee project strand at University of Erfurt:
What is voLeA About?
Communication with patients is one of the core activities of physicians. Good professional communication by physician can facilitate rapport with patients, their compliance, and may even promote recovery processes. Therefore current standards of medical education include comprehensive communication training. Realizing this on a large scale, however, constitutes a major challenge for medical faculties in terms of time and resources. This load can be mitigated through innovative digital and video-based learning and assessment formats that complement existing forms of communication trainings.
The project voLeA seeks to develop and test virtual, video-based learning and assessment environments for the training of medical communication skills. In Erfurt, we focus on the development of a video-based situational judgement test for physician-patient conversation that allows to monitor and assess learning progress. All learning and assessment components are designed to be usable across medical education curricula at different universities.
Contact for project strand at University of Erfurt:
Age of Reason Reloaded: Changing Irrational Beliefs and Promotion of Scientific Thinking (University of Erfurt, ProForschung20)
AuRel is a cooperation project of the chair of Empirical Educational Research and Methodology (Prof. Dr. Johannes Bauer, Dr. Eva Thomm) and the chair of Social, Organisational and Economic Psychology (Prof. Dr. Tilmann Betsch).
Leonie Aßmann (Social, Organisational, and Economic Psychology)
Jun.-Prof. Dr. Bernadette Gold (Professional Development and Teacher Education)
What is AuRel about?
Participating responsibly in today’s knowledge societies requires scientifically literate citizens who are able to make well-informed decisions in everyday and professional life. Frequently, this means to take research-based expert knowledge into account. This is relevant in personal affairs, e.g. when deciding for or against getting a flu vaccination, but also in work life. Professionalism also requires individuals to act and decide based on the best available knowledge. This is highlighted in calls for evidence-based practice, most prominently visible in medicine, but also in education. However, even though rational decision making and scientific literacy are a core of civic participation in democratic societies, we witness strong tendencies of devaluating scientific knowledge in public discourses and even by political authorities.
In this context, the AuRel project aims to analyze how people, who are not researchers (laypeople), can make use of scientific information and how barriers to do so can be mitigated. Specifically, we examine relevant cognitive skills, on the one hand, and motivational orientations, beliefs and values, on the other hand, that supposedly shape the ways in which laypeople select, interpret and use scientific evidence. The specific focus of the studies in our lab is on the reception and usage of evidence from educational research by teachers. For example, we investigate the effect of pre-existing misconceptions about educational topics on the evaluation of related scientific evidence.