Abstract
Introduction: Although clinical competence is multi-dimensional and should be acquired by each medical student, but most students learn clinical reasoning skills informally in clinical rotations. Accordingly, A prospective quasi-experimental study was conducted aiming to evaluate the merging of Script Concordance Test (SCT) and Team Based Learning (TBL) as a teaching/learning approach in clinical setting for medical students. Methodology: The study ran in three phases. Phase 1 (preparatory phase) involved students’ preparation and preparation of SCT. Phase 2 (implementation phase) included application of individual and team SCT (iSCT and tSCT respectively). Phase 3 (evaluation phase) compared score results and obtained students’ feedback.Results: Significant differences existed when comparing individual students’ response or students’ teams’ responses with experts scores. However, the use of the SCT/TBL approach had improved the clinical reasoning skills of the students in some vignettes and helped the lower achievers through the tSCT. The students found the approach appropriate for teaching or formatively assessing clinical reasoning. It helped them to discuss, correct their mistakes and improve their problem solving and reasoning skills. Conclusion: team-based learning improved students’ responses, especially the lower achievers, to script concordance test. SCT/TBL approach can be used to teach clinical reasoning for undergraduate students.
15Assessing the Clinical Reasoning Skills of Emergency Medicine Clerkship Students Using a Script Concordance Test
