Table 2 Four patterns of configuration of CMOs (Context, Mechanisms, and Outcomes)
From: How do medical students learn in an online community diagnostics program?
| Â | Context (Students) | Context (Online program) | Mechanisms (interventions) | Mechanisms (reasoning) | Outcomes |
|---|---|---|---|---|---|
1 | Medical students who grew up with limited contact with the community | Each student can share and present the data they have researched via Zoom with the students in their group | Share the results of the student’s own community diagnosis and the specific results of the student’s team members' community diagnosis | Significance learning integrating discovery learning and comparison organizers | Facilitate reflection on their own familiar local community |
2 | Medical students with little interest in community health issues | Students themselves select the local community in which they will study | Detailed analysis of familiar local issues from multiple perspectives based on the structured five-step report | Promoting understanding of essential content that shows the connection between local community’s issues and health problems | Enhanced intrinsic intellectual curiosity in community diagnosis |
3 | Medical students who tend to be closed off and syncretistic within an inner group of their peers | Online situation where different local communities’ diagnoses are examined for each individual, and a personal screen is assigned over Zoom | Hypothesis generation from data and questions from faculty to recognize the logic, and their reflection on preconceptions of individuals on learning responsibility | Deriving abductions by identifying relationships among community data | Attracting value-associated interest in community diagnostics |
4 | Medical students who believe that a formulaic approach is the only solution | Online practice with time to spare | Trial and error in information seeking to examine the relationship between local community background and health issues | Fostering cognitive flexibility to identify the relationships among complex and changeable elements within the whole | Reflection on themselves in relating knowledge structure with community issues. Students’ perspectives changed from a unidirectional perspective to a more interactive view |