scholarly journals Online clinical reasoning skill training course for medical students: General medicine interest group

2021 ◽  
Author(s):  
Kiyoshi Shikino ◽  
Mana Iwasaki ◽  
Ayaka Takahara ◽  
Naoki Kogayo ◽  
Shoichi Ito ◽  
...  
Keyword(s):  
Medical Students ◽  
Interest Group ◽  
Clinical Reasoning ◽  
Skill Training ◽  
General Medicine ◽  
Training Course ◽  
Clinical Reasoning Skill ◽  
Reasoning Skill

scholarly journals KEMAMPUAN CLINICAL REASONING PADA UJIAN OSCE MAHASISWA KEDOKTERAN TAHUN KETIGA

2019 ◽  
Vol 7 (1) ◽  
pp. 26-33
Author(s):  
Diani Puspa Wijaya
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Clinical Case ◽  
Cross Sectional ◽  
The Third ◽  
Clinical Reasoning Skill ◽  
Reasoning Skills ◽  
Written Test ◽  
Clinical Reasoning Skills ◽  
Reasoning Skill

ABSTRACT Background : Clinical reasoning is one of the clinical skill competencies that must be owned by a doctor so it needs to be studied and tested. The OSCE is one method of assessment that can be used to assess the achievement of clinical reasoning. OSCE in the third year at Faculty of Medicine Islamic University of Indonesia (FM IUI)  has been using clinical case OSCE so that can be used to assess clinical reasoning skill in addition to others clinical skills such as   physical examination and clinical procedural skills. This study aimed to evaluate the clinical reasoning skills of students in the third year of the OSCE exam at FM IUI. Methods : The cross sectional study method was used in this study. OSCE test result semesters 5 and 6 of the academic year 2015/2016 collected. Clinical reasoning skills of students in  OSCE obtained from the score of the diagnosis ability in clinical case OSCE station. The difference between clinical reasoning skill on each  OSCE station and its correlation with the written test on the corresponding block were analyzed. Results: There is differences between clinical reasoning skill in OSCE stations semester 5 and 6. There was no relationship between the score clinical reasoning skills  at the OSCE  with written test achievement on the corresponding block. Conclusion: The clinical reasoning skills on the OSCE  semesters 5 and 6 do not illustrate the clinical reasoning skills of third-year medical students in this study. This study supports the need for   further development of the assessment of clinical reasoning skills on the OSCE  for medical students. Keywords : clinical reasoning, OSCE, medical student   ABSTRAK Latar Belakang: Penalaran klinis atau clinical reasoning merupakan salah satu kompetensi keterampilan klinis yang harus dimiliki oleh seorang dokter sehingga perlu dipelajari dan diujikan. OSCE merupakan salah satu metode assessment yang dapat digunakan untuk menilai pencapaian clinical reasoning. OSCE pada tahun ketiga di FK UII telah menggunakan kasus klinis untuk dapat juga menilai clinical reasoning disamping keterampilan klinis yang lain seperti  pemeriksaan fisik dan tindakan prosedural.   Penelitian ini bertujuan mengevaluasi kemampuan clinical reasoning mahasiswa kedokteran pada ujian OSCE tahun ketiga di FK UII. Metode : Metode yang digunakan adalah cross sectional dari hasil ujian OSCE semester 5 dan 6 tahun akademik 2015/2016. Kemampuan clinical reasoning mahasiswa pada ujian OSCE didapatkan dari nilai kemampuan menegakkan diagnosis pada stasion OSCE yang berupa manajemen kasus klinis. Nilai OSCE direkap pada semua mahasiswa yang mengikuti ujian  pada periode tersebut. Analisis dilakukan dengan melihat perbedaan kemampuan clinical reasoning antar station OSCE dan menilai korelasinya dengan ujian tulis pada blok yang bersesuain . Hasil: Terdapat perbedaan kemampuan clinical reasoning antar stasion OSCE baik di semester ke 5 maupun ke 6. Tidak terdapat hubungan antara nilai kemampuan diagnosis pada ujian OSCE dengan pencapaian nilai ujian tulis blok yang berkaitan dengan konten OSCE yang diujikan. Kesimpulan: Kemampuan diagnosis pada ujian OSCE semester 5 dan 6 tidak menggambarkan kemampuan clinical reasoning mahasiswa tahun ketiga pada penelitian ini. Diperlukan evaluasi dan pengembangan lebih lanjut mengenai penilaian dan pencapaian kemampuan clinical reasoning pada ujian OSCE bagi  mahasiswa kedokteran. Kata kunci : clinical reasoning, OSCE, mahasiswa kedokteran

scholarly journals Does a learner-centered approach using teleconference improve medical students’ psychological safety and self-explanation in clinical reasoning conferences? a crossover study

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0253884
Author(s):  
Yoji Hoshina ◽  
Kiyoshi Shikino ◽  
Yosuke Yamauchi ◽  
Yasutaka Yanagita ◽  
Daiki Yokokawa ◽  
...  
Keyword(s):  
Medical Students ◽  
Crossover Study ◽  
Clinical Reasoning ◽  
General Medicine ◽  
Psychological Safety ◽  
Case Conference ◽  
Learner Centered ◽  
Study Population ◽  
Group 2 ◽  
Speak Up

During clinical reasoning case conferences, a learner-centered approach using teleconferencing can create a psychologically safe environment and help learners speak up. This study aims to measure the psychological safety of students who are supposed to self-explain their clinical reasoning to conference participants. This crossover study compared the effects of two clinical reasoning case conference methods on medical students’ psychological safety. The study population comprised 4th-5th year medical students participating in a two-week general medicine clinical clerkship rotation, from September 2019 to February 2020. They participated in both a learner-centered approach teleconference and a traditional, live-style conference. Teleconferences were conducted in a separate room, with only a group of students and one facilitator. Participants in group 1 received a learner-centered teleconference in the first week and a traditional, live-style conference in the second week. Participants assigned to group 2 received a traditional, live-style conference in the first week and a learner-centered approach teleconference in the second week. After each conference, Edmondson’s Psychological Safety Scale was used to assess the students’ psychological safety. We also counted the number of students who self-explained their clinical reasoning processes during each conference. Of the 38 students, 34 completed the study. Six out of the seven psychological safety items were significantly higher in the learner-centered approach teleconferences (p<0.01). Twenty-nine (85.3%) students performed self-explanation in the teleconference compared to ten (29.4%) in the live conference (p<0.01). A learner-centered approach teleconference could improve psychological safety in novice learners and increase the frequency of their self-explanation, helping educators better assess their understanding. Based on these results, a learner-centered teleconference approach has the potential to be a method for teaching clinical reasoning to medical students.

scholarly journals Clinical reasoning in veterinary practice

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Claire Elaine Kirsty Vinten
Keyword(s):  
Working Memory ◽  
Pattern Recognition ◽  
Problem Solving ◽  
Clinical Reasoning ◽  
Treatment Options ◽  
Veterinary Surgeons ◽  
Clinical Reasoning Skill ◽  
Memory Type ◽  
The Brain ◽  
Reasoning Skill

Abstract Clinical reasoning is the process by which veterinary surgeons integrate a multitude of clinical and contextual factors to make decisions about the diagnoses, treatment options and prognoses of their patients. The brain utilises two methods to achieve this: type one and type two reasoning. Type one relies on shortcuts such as pattern-recognition and heuristics to deduce answers without involving working memory. Type two uses working memory to deliberately compute logical analyses. Both reasoning methods have sources of errors, and research has shown that diagnostic accuracy is increased when they are used together when problem-solving. Despite this, it appears unlikely that clinical reasoning ‘skill’ can be improved; instead, the most effective way to improve reasoning performance experimentally appears to be by increasing and rearranging knowledge. As yet, there is no evidence that overall clinical reasoning error can be reduced in practice.  

scholarly journals A one-day surgical-skill training course for medical students’ improved surgical skills and increased interest in surgery as a career

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Ho Seok Seo ◽  
Yong Hwa Eom ◽  
Min Ki Kim ◽  
Young-Min Kim ◽  
Byung Joo Song ◽  
...  
Keyword(s):  
Medical Students ◽  
Skill Training ◽  
Surgical Skills ◽  
Surgical Skill ◽  
Training Course ◽  
Surgical Skill Training

Does It Matter if You “Kill” the Patient or Order Too Many Tests? Scoring Alternatives for a Test of Clinical Reasoning Skill

2007 ◽  
Vol 7 (2) ◽  
pp. 127-139 ◽  
Author(s):  
Ruth A. Childs ◽  
Jennifer L. Dunn ◽  
Christina van Barneveld ◽  
Andrew P. Jaciw
Keyword(s):  
Clinical Reasoning ◽  
Clinical Reasoning Skill ◽  
Reasoning Skill

Improving medical student recruitment to neurosurgery

2020 ◽  
Vol 133 (3) ◽  
pp. 848-854 ◽  
Author(s):  
Daniel Lubelski ◽  
Roy Xiao ◽  
Debraj Mukherjee ◽  
William W. Ashley ◽  
Timothy Witham ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Interest Group ◽  
National Level ◽  
Program Directors ◽  
Student Recruitment ◽  
Research Opportunities ◽  
Research Activities ◽  
Lecture Series ◽  
Mentorship Programs

OBJECTIVENeurosurgery seeks to attract the best and brightest medical students; however, there is often a lack of early exposure to the field, among other possible barriers. The authors sought to identify successful practices that can be implemented to improve medical student recruitment to neurosurgery.METHODSUnited States neurosurgery residency program directors were surveyed to determine the number of medical student rotators and medical students matching into a neurosurgery residency from their programs between 2010 and 2016. Program directors were asked about the ways their respective institutions integrated medical students into departmental clinical and research activities.RESULTSComplete responses were received from 30/110 institutions. Fifty-two percent of the institutions had neurosurgery didactic lectures for 1st- and 2nd-year medical students (MS1/2), and 87% had didactics for MS3/4. Seventy-seven percent of departments had a neurosurgery interest group, which was the most common method used to integrate medical students into the department. Other forms of outreach included formal mentorship programs (53%), lecture series (57%), and neurosurgery anatomy labs (40%). Seventy-three percent of programs provided research opportunities to medical students, and 57% indicated that the schools had a formal research requirement. On average, 3 medical students did a rotation in each neurosurgery department and 1 matched into neurosurgery each year. However, there was substantial variability among programs. Over the 2010–2016 period, the responding institutions matched as many as 4% of the graduating class into neurosurgery per year, whereas others matched 0%–1%. Departments that matched a greater (≥ 1% per year) number of medical students into neurosurgery were significantly more likely to have a neurosurgery interest group and formal research requirements. A greater percentage of high-matching programs had neurosurgery mentorship programs, lecture series, and cadaver training opportunities compared to the other institutions.CONCLUSIONSIn recent decades, the number of applicants to neurosurgery has decreased. A major deterrent may be the delayed exposure of medical students to neurosurgery. Institutions with early preclinical exposure, active neurosurgery interest groups, research opportunities, and strong mentorship recruit and match more students into neurosurgery. Implementing such initiatives on a national level may increase the number of highly qualified medical students pursuing neurosurgery.

Structured Long Interview and Clinical Examination (SLICE) as Formative Assessment Tool in Clinical Clerkship: Medical Students Perspective

2021 ◽  
pp. 1-16
Author(s):  
Wajiha Shadab ◽  
Amna Ahmed Noor ◽  
Saira Waqqar ◽  
Gul Muhammad Shaikh
Keyword(s):  
Medical Students ◽  
Formative Assessment ◽  
Thematic Analysis ◽  
Assessment Tool ◽  
Clinical Skills ◽  
General Medicine ◽  
Sampling Technique ◽  
Clinical Clerkship ◽  
Primary Investigator ◽  
Skills Learning

Abstract Objective: This study aimed to assess the medical students’ opinions and views on undertaking SLICE as a formative assessment. Methods: This was a qualitative, exploratory study. Purposive sampling technique was used to select final year medical students who have undertaken a formative assessment through SLICE in their clerkship rotation. Total 32 students participated in this study .Four sets of focus group discussions (FGD) were conducted from medical students who had recently gone through their clinical clerkship modules for Pediatrics, General Medicine, General Surgery and Gynecology& Obstetrics. Each recorded FGD was transcribed verbatim. Thematic analysis was conducted manually. Themes were identified from the transcribed data, coded and analyzed. In order to achieve adequate coding and researcher reliability, investigator triangulation was performed. The initial thematic analysis was performed by the primary investigator. Thereafter, two more investigators independently analyzed the data. Before the data was finalized, all the three investigators reached a final consensus upon the themes that had emerged, ensuring triangulation of the analyzed data. Results: A four staged thematic analysis was conducted, in which five major themes and five sub-themes emerged. The main themes being: Purpose, Learning, Timing, Relevancy and Fairness of SLICE. Conclusion: The students generally thought that SLICE was effective in enhancing their clinical skills learning and should be conducted more frequently with minor adjustments. Continuous...

scholarly journals Education in Clinical Reasoning: An Experimental Study on Strategies to Foster Novice Medical Students’ Engagement in Learning Activities

2018 ◽  
Vol 4 (2) ◽  
pp. 86-96 ◽  
Author(s):  
Alexander Linsen ◽  
Gijs Elshout ◽  
David Pols ◽  
Laura Zwaan ◽  
Sílvia Mamede
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
Clinical Reasoning ◽  
Learning Activities

scholarly journals The Perception of Rural Medical Students Regarding the Future of General Medicine: A Thematic Analysis

Healthcare ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1256
Author(s):  
Kasumi Nishikawa ◽  
Ryuichi Ohta ◽  
Chiaki Sano
Keyword(s):  
Medical Students ◽  
Thematic Analysis ◽  
General Medicine ◽  
Present Situation ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Factors Influencing ◽  
Positive Impression ◽  
Further Development ◽  
Medicine Education

Although the demand for general physicians has increased in Japan because of its aging population, medical universities primarily provide organ-based education; thus, medical students do not receive sufficient general medical education. The number of residents focusing on general medicine remains low; therefore, to understand the present situation regarding general medicine education, we attempted to clarify the views of medical students and the factors influencing them. In this qualitative study, semi-structured interviews were conducted in 12 medical students at Shimane University, and the results were analyzed through thematic analysis. The results indicated the emergence of three themes and 14 concepts. The three overarching themes were as follows: hopes for the field of general medicine, gaps between ideal and reality of general medicine, and factors affecting students’ motivation for specialization in general medicine. Medical students had a positive impression of general medicine and believed that it has potential for further development; however, they felt a gap between their ideals and reality (i.e., unclear expertise). Factors creating this gap included poorly developed education and medical policies. We need to restructure general medicine education based on the participants’ perceptions by establishing collaborative curricula between universities and community hospitals and by increasing students’ exposure to general medicine.

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