Cross-Disciplinary Research on Learning and Instruction – Coming to Terms
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OPINION article Front. Psychol., 11 May 2021Sec. Educational Psychology https://doi.org/10.3389/fpsyg.2021.562658
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Medical education exhibits specialized AIGC application patterns focused predominantly on diagnostic simulations and clinical reasoning enhancement rather than general content generation.
“Medical education represents a distinct case, exhibiting specialized application patterns focused predominantly on diagnostic simulations and clinical reasoning enhancement rather than general content generation17.”
From Integrating AI-generated content tools in higher education: a comparative analysis of interdisciplinary learning outcomes (2025) · cites this paper as [17]
The Cross-Disciplinary Research Collaborations section (page unavailable) describes medical education researchers participating in a project on diagnostic competence in simulation-based learning environments. It does not discuss AIGC, clinical reasoning enhancement, or whether diagnostic simulations predominate over general content generation in medical education. (LLM, conf=0.82)
Experimental — accuracy not yet measuredA multi-stage stratified random sampling technique was employed to ensure the representativeness of the sample.
“A multi-stage stratified random sampling technique was employed to ensure the representativeness of the sample17.”
From Integrating AI-generated content tools in higher education: a comparative analysis of interdisciplinary learning outcomes (2025) · cites this paper as [17]
The Discussion (page unavailable) describes a conceptualization of cross-disciplinary research, while the Team section discusses research-team composition. Searches for multi-stage stratified random sampling and representative samples found no passage saying that the paper employed such a sampling technique. (LLM, conf=0.77)
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- Authors
- Heitzmann, N., Opitz, A., Stadler, M., Sommerhoff, D., Fink, M. C., Obersteiner, A., Schmidmaier, R., Neuhaus, B. J., Ufer, S., Seidel, T., Fischer, M. R., & Fischer, F.
- Affiliations
- Ludwig-Maximilians-Universität München (DE)
- Leibniz Institute for Science and Mathematics Education (DE)
- Institut für Didaktik und Ausbildungsforschung in der Medizin (DE)
- Technical University of Munich (DE)
- LMU Klinikum (DE)
- Corresponding author
- Heitzmann, Nicole
- ORCID
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2021-05-11
- Volume
- 11
- Pages
- 562658-562658
- ISSN
- 1664-1078 (ISSN-L)
- PMC
- PMC8144634
- OpenAlex
- W3162447908
- Cited by
- 27
- References
- 45
- Citations by year
- 2026: 4 · 2025: 10 · 2024: 5 · 2023: 4 · 2022: 4
- FWCI
- 2.78
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Psychology (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Open access LMU (Ludwid Maxmilian's Universitat Munchen) (submittedVersion, cc-by)
- mediaTUM – the media and publications repository of the Technical University Munich (Technical University Munich) (submittedVersion)
- mediaTUM – the media and publications repository of the Technical University Munich (Technical University Munich) (submittedVersion, other-oa)
- Funders
- Deutsche Forschungsgemeinschaft (FOR2385)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Interdisciplinary Research and Collaboration
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational methodologies and cognitive development
- Keywords
- interdisciplinary research, learning, instruction, educational psychology, research integration
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