External Support for Collaborative Medication Planning by Patients and Providers

2007 ◽  
Vol 51 (11) ◽  
pp. 722-724 ◽  
Author(s):  
Daniel Morrow ◽  
Liza Raquel ◽  
Angela Schriver ◽  
Seth Redenbo ◽  
David Rozovski
Keyword(s):  
Older Adults ◽  
Patient Safety ◽  
Problem Solving ◽  
Treatment Guidelines ◽  
Safety Issue ◽  
Collaborative Problem Solving ◽  
External Support ◽  
Daily Lives ◽  
Collaborative Problem ◽  
Patient Safety Issue

Older adults' medication nonadherence is an important patient safety issue. Adherence depends on plans that instantiate treatment guidelines in the context of patients' daily lives, but the ability to create successful plans is often undercut by poor collaboration between providers and patients. We investigated whether external aids can support the provider/patient collaboration needed to create effective plans for taking multiple medications. We tested whether an external aid that was designed to reduce cognitive load associated with collaborative problem solving (“medtable”) was more effective than an unstructured aid (blank paper) in a simulated patient/provider collaboration task. Findings suggested that pairs of older adults worked together more efficiently to create accurate schedules when using the medtable.

Computer Agent Technologies in Collaborative Assessments

2016 ◽  
pp. 319-343 ◽  
Author(s):  
Yigal Rosen ◽  
Maryam Mosharraf
Keyword(s):  
Problem Solving ◽  
Large Scale ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Educational Systems ◽  
Virtual Agents ◽  
Daily Lives ◽  
Large Scale Assessment ◽  
Collaborative Problem ◽  
Scalable Learning

Often in our daily lives we learn and work in groups. In recognition of the importance of collaborative and problem solving skills, educators are realizing the need for effective and scalable learning and assessment solutions to promote the skillset in educational systems. In the settings of a comprehensive collaborative problem solving assessment, each student should be matched with various types of group members and must apply the skills in varied contexts and tasks. One solution to these assessment demands is to use computer-based (virtual) agents to serve as the collaborators in the interactions with students. The chapter presents the premises and challenges in the use of computer agents in the assessment of collaborative problem solving. Directions for future research are discussed in terms of their implications to large-scale assessment programs.

scholarly journals External support for collaborative problem solving in a simulated provider/patient medication scheduling task.

2008 ◽  
Vol 14 (3) ◽  
pp. 288-297 ◽  
Author(s):  
Daniel Morrow ◽  
Liza Raquel ◽  
Angela Schriver ◽  
Seth Redenbo ◽  
David Rozovski ◽  
...  
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
External Support ◽  
Collaborative Problem ◽  
Patient Medication

Computer Agent Technologies in Collaborative Assessments

2019 ◽  
pp. 755-780
Author(s):  
Yigal Rosen ◽  
Maryam Mosharraf
Keyword(s):  
Problem Solving ◽  
Large Scale ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Educational Systems ◽  
Virtual Agents ◽  
Daily Lives ◽  
Large Scale Assessment ◽  
Collaborative Problem ◽  
Scalable Learning

Often in our daily lives we learn and work in groups. In recognition of the importance of collaborative and problem solving skills, educators are realizing the need for effective and scalable learning and assessment solutions to promote the skillset in educational systems. In the settings of a comprehensive collaborative problem solving assessment, each student should be matched with various types of group members and must apply the skills in varied contexts and tasks. One solution to these assessment demands is to use computer-based (virtual) agents to serve as the collaborators in the interactions with students. The chapter presents the premises and challenges in the use of computer agents in the assessment of collaborative problem solving. Directions for future research are discussed in terms of their implications to large-scale assessment programs.

scholarly journals What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

2021 ◽  
Author(s):  
Juuso Henrik Nieminen ◽  
Man Ching Esther Chan ◽  
David Clarke
Keyword(s):  
Problem Solving ◽  
Video Recording ◽  
Real Life ◽  
Collaborative Problem Solving ◽  
Student Agency ◽  
Student Groups ◽  
Collaborative Problem ◽  
Mathematical Arguments ◽  
Life Tasks ◽  
Collaborative Construction

AbstractThe important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.

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