Research questions and definition of key components | Category | Sub-category |
---|---|---|
RQ1: Personal paradigm: “his or her personal style of diagnosis, treatment, prescription and choice of drugs” (Zhu et al., [19], p. 8). | P-diagnosis | Step 1 Record the patient’s medical history through communicating and inquiring Step 2 Conduct physical examination, including clinical symptoms and signs Step 3 Select laboratory tests and interpret results Step 4 Use diagnostic facilities Step 5 Verify the suitability of your P-diagnosis Step 6 Define the patient’s problem Step 7 Specify the therapeutic objective |
P-treatment | Step 1 Specify treatment objective Step 2 Verify the suitability of your P-treatment Step 3 Start the treatment Step 4 Provide information, instructions and warnings to the patient Step 5 Monitor treatment | |
P-drug | Step 1 Specify drug objective Step 2 Make an inventory of groups of drugs that are effective Step 3 Choose an effective group according to the relevant criteria Step 4 Choose a P-drug | |
P-prescription | Step 1 Specify prescribing objective Step 2 Choose P-treatment Step 3 Choose P-drug Step 4 Write the prescription Step 5 Provide information, instructions and warnings to the patient Step 6 Monitor the drug treatment effect | |
RQ2: Expectations of ARAR learning environments: “the conditions and external stimuli that facilitate learning and modify the learners’ paradigms” (Zhu et al., [19], p. 10) AR learning activities: “the approach by which learners obtain meaning from learning material, context, and other people in the learning environment” (Zhu et al., [19], p. 10) AR learning assets: “different media forms, such as text, sound and video that are used to provide the learning content” (Zhu et al., [19], p. 10) | AR learning environments | Affectively oriented Perceptually oriented Symbolically oriented Behaviorally oriented |
AR learning activities | ||
AR learning assets |