A1259965988tVAzo

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EVALUATING THE DYNAMICS OF INTELLECTUAL
COLLABORATION IN A CASE-BASED LEARNING
ENVIRONMENT
Maria Carlo1,5, Wendy Ham1,2,5, Chris Dede3,5,
David Broniatowski4,5, Robert Leffert1,5, James
Quattrochi1,2,5,6 1Harvard Medical School,
Boston MA 02115, 2Harvard Life Sciences, 3Harvard
Graduate School of Education, 4Program for
Evolutionary Dynamics, 5ICON Program for
Interdisciplinary Learning, Harvard University,
Cambridge MA 02138 http//icon.fas.harvard.edu 6
Supported by CRICO/RMF and the Harvard Provost
Award for Innovations in Instructional Technology

• ABSTRACT
• PurposeThe dynamics of intellectual
  collaboration are not well understood.
  Collaboration among medical students during an
  online, case-based tutorial was studied using a
  quantitative intellectual convergence model. The
  Interactive Case-based Online Network (ICON) is a
  web-based instrument that allows students to see
  the consequences of their decisions and interact
  with each other, faculty consultants, and virtual
  patients as a means of enhancing case-method
  tutorials. Using ICON, discussions are recorded
  in a Brainstorm module, providing the opportunity
  to analyze decision making and team cooperation
  that are otherwise difficult to track in the
  classroom. Here we describe a derivative of the
  three-phase model embedded in ICON idea
  generating, idea linking, intellectual
  convergence.
• MethodThree teams of eight students (n24)
  participated in ICON tutorials, consisting of
  seven cases during a two-month Neuroscience
  course. Each student contributed discussions of
  hypothesis and differential diagnosis.
  Transcripts were scored into one of three phase
  domains. Patterns of convergence were mapped for
  each case.
• Results Data analysis of aggregate level metrics
  demonstrates that intellectual collaboration in
  case simulation can be quantitatively measured.
  Divergent profiles of convergence among teams
  consisted of entering the convergence phase later
  compared to reaching consensus early on before
  linking of ideas. The findings point to the
  predictive power of the model in reconstructing
  distributions of levels of team cooperation.
• Conclusion ICON offers a unique environment to
  profile quantitative measures of intellectual
  collaboration in case-based learning. By tracking
  the progression of team cooperation, educators
  can obtain real time information to enhance the
  practice of decision making and collaboration
  that will produce the best possible outcomes.
• WHAT IS ICON?
• The Interactive Case-based Online Network (ICON)
  is a web-based learning tool that allows students
  to interact with each other, faculty consultants,
  and virtual patients, as a means of complementing
  case-method tutorials.
• Using ICON, students work through a clinical case
  in real time, and their dialogue/discussions are
  recorded in Virtual Contact and Brainstorm
  modules.
• ICON provides a unique opportunity to
  quantitatively measure and analyze decision
  making dynamics that are otherwise difficult to
  track in the classroom.
• INTELLECTUAL CONVERGENCE MODEL
• The model is a three-phase construct that is
  embedded in ICON for evaluating the path of
  observable metrics of collaboration 1) idea
  generating, 2) idea linking, and 3) intellectual
  convergence.
• We modified the model to investigate whether
  learning effectiveness can be favored by mapping
  convergence among groups of Harvard Medical
  School Year II students.

• THREE PHASES
• Idea Generating Includes brainstorming,
  generation of new information, multidisciplinary,
  democratic participation.
• Idea Linking Includes agreement, disagreement,
  questioning, elaboration.
• Intellectual Convergence Reflects shared
  understanding, evidence of joint production,
  convergent synthesis.

• RESULTS
• Analysis of online discussions demonstrates that
  the dynamics of intellectual collaboration in a
  medical case simulation can be quantitatively
  profiled.
• Case by case analysis reveals divergent patterns
  of intellectual convergence among tutorial groups
  A and B.
• On average, Tutorial A entered convergence at a
  later phase than Tutorial B.
• In some cases, Tutorial B entered convergence
  phase before idea linking, suggesting different
  dynamic properties of proportion and frequency in
  building a final decision path.
• Case 1
• (Theme Chronic Inflammatory Demyelinating
  Polyneuropathy)

• Case 3
• (Theme Neuropathic Pain/Substance Abuse)

Patient's chart? The psychiatrist can't find the
patients chart. Should we summarize the case for
him?
Chart Thanks! We should compile a brief update
on the case, along with the pertinent psychiatric
findings that Mary put together. Tom, would you
prefer the clinical team to put this together,
or has it already been completed? Lets get this
done.
Focused Case Presentation Dear Dr
Sachs, Unfortunately, we have also been unable
to find his chart or conduct a complete HP. The
information that we have and our recommendations
are below. We apologize for the partial data and
hope this is enough for your visit with the
patient tomorrow. We look forward to working with
you on this case.The patient is a 27 yo
suffering from chronic, refractory neuropathic
pain. -ICON Team