We conducted an exploratory study of Septris at Stanford School of Medicine in June and July 2012 with pregraduate learners (61 second-year medical students transitioning to third-year clerkships) and 95 postgraduate learners (46 internal medicine interns; 12 emergency medicine interns; 37 surgery residents).
Learners' internal scripts influenced the acquisition of domain-specific knowledge.
We investigated how differently structured external scripts interact with learners' internal scripts with respect to individual knowledge acquisition in a Web-based collaborative inquiry learning environment.
It is, however, essential that we ensure compatibility with the learner's internal knowledge representation and acquisition processes, whether we are attempting to convey the knowledge in the form of a pattern or an anti-pattern.
For example, when developing a counterposition to an aforementioned argument, a learner's internal script may include scriptlets suggesting to first state a claim and then provide evidence for it.
The same scaffolds may stimulate different internal script configurations in learners at different levels of expertise.
Most learners were internal medicine resident or attending physicians (Table 1), but included a small number of medical students, administrative staff, or undefined users (grouped as "Other").
In terms of the internal script reconfiguration principle, learners who experienced their selected internal collaboration scripts producing expectation failures during collaborative solving of ill-structured problems were more likely to reconfigure their internal collaboration script, thereby enabling them to better solve ensuing ill-structured problems.
According to this line of reasoning, it is a crucial prerequisite for a positive effect of fading on the development of an internal collaboration script that learners continue to act in accordance with the strategy suggested by the external collaboration script.
4. If a learner's employed internal collaboration script (i.e., a configuration of internal script components) does not lead to understanding or successful actions in a CSCL practice, the internal collaboration script configuration is likely to be modified (Principle 4, internal script reconfiguration principle). 5.
