Network question

This type of task and response is used to create differential diagnosis hypotheses. The student will be asked to enter possible differential diagnoses (hypotheses) which correspond to the results recorded by him in the learning mode and the student must then evaluate to what extent these results speak for or against the hypothesis.
As an author you may enter both findings and hypotheses and you can establish links between them (+ = speaks for, ++ strongly speaks for, +++ proves, - speaks against, – strongly speaks against, — refutes, ? questionable). The following modes are available:
1.    No hypotheses suggested (standard), i.e. the student must create and enter his/her own hypotheses.
2.    Hypotheses have been suggested, i.e. the student must establish a link between the suggested hypotheses and his/her results.
3.    Selection list for hypotheses, i.e. the student selects hypotheses from a list.
4.    You may use the network with +++/—, ++/– or with +/- only, and accordingly, the student can choose from this limited selection only.
The system is able to evaluate items 2 and 3 automatically! If you click on the “Consider Course of Time” selection box, this network will be shown in all the subsequent ones as well, and previous networks will be integrated into this one which allows you to process the case continuously.
This answer type is suitable for interim stages completed for a case, e.g. case history.
Important: This type of question is very time-consuming, particularly, if students have to enter hypotheses themselves. That is why it should be used on a limited basis only and not for all cases, if possible!

More information about this kind of question and didactical advices you find here.


Under the link Rating mechanism you can change the following settings:

Besides new communication features are currently in the testing period (not available everywhere):

  • The students can write a comment for this answer.
  • The author/tutor will get a message if a student has answered the question.

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