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 Evaluasi Penugasan Clinical Reasoning dan Refleksi Mahasiswa di SKills Lab FK UGM

2014 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Widyandana Widyandana
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
Undergraduate Students ◽  
Clinical Reasoning ◽  
Qualitative Data ◽  
Pearson Correlation ◽  
Assessment Instrument ◽  
Skills Lab ◽  
Skills Laboratory ◽  
Pearson Correlation Test

Background: Teaching clinical reasoning and reflection skills in skills laboratory are usually neglected, therefore Skills Lab of FM UGM initiate to teach those skills for undergraduate students. This study aimed to evaluate student’s assignment of clinical reasoning and reflection skills and explore how to improve it.Method: An experimental study by giving student assignments to make an essay about particular disease based on SKDI level 4 that written on a medical record and reflection form format. All 4th-year medical students of FM GMU (n=186) and skills lab instructors (n=5) were involved. Assignments were assessed (by the instructors) using instrument by Driessen (2008), and analyzed by correlating those scores with students’ OSCE score and GPA using Pearson Correlation test. Qualitative data collected by deep interview with assessors and analyzed using Inductive Content Analysis by 2 coders.Results: There were no significant correlation between assignment score with OSCE score and GPA. However, there were significant correlations (p<0.05) between score of clinical reasoning with reflection skills, and OSCE score with GPA. Assessors conclude that assignment has been good enough to stimulate clinical reasoning and reflection skills, but still had weaknesses e.g. incompatibility of assignment’s format to assessment’s checklist, unclear instructions, and no assignment’s sample that made students submitted in various format.Conclusion: The assignment has been successfully conducted in Skills Lab FM UGM, however it needs some improvement, such as giving detail instructions, examples, and matching it with assessment instrument.

scholarly journals How to develop clinical reasoning in medical students and interns based on illness script theory: An experimental study

2020 ◽  
Author(s):  
Somayeh Delavari ◽  
Alireza Monajemi ◽  
Hamid Reza Baradaran ◽  
Phyo Kyaw Myint ◽  
Minoo Yaghmae ◽  
...  
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
Clinical Reasoning ◽  
Script Theory ◽  
Illness Script

scholarly journals Immunization competence retention in medical students: a comparation between conventional lectures and lectures with simulations method

2016 ◽  
Vol 55 (6) ◽  
pp. 339 ◽  
Author(s):  
Hartono Gunadi ◽  
Rini Sekartini ◽  
Retno Asti Werdhani ◽  
Ardi Findyartini ◽  
Muhammad Arvianda Kevin Kurnia
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
Medical School ◽  
Intervention Group ◽  
Control Group ◽  
Vaccine Preventable Diseases ◽  
Before And After ◽  
Quasi Experimental

Background Immunization is recognized as one of the strategiesto reduce vaccine preventable diseases. Competency related toimmunization are consequently important for medical students andthe medical school needs to assure the competence acquisition.Objective To assess competence related to immunization andits retention following lectures with simulations compared tolectures only.Methods A quasi-experimental study was conducted to the 5th yearstudents of University of Indonesia Medical School during the ChildAdolescent Health Module in 2012-2013. The intervention grouphad lectures with simulations and the control group had lecturesonly. Immunization knowledge was assessed with a 30 multiplechoice question (MCA) items performed before and after themodule. Competence retention was assessed by MCQ (knowledge)and OSCE (skills) 2-6 months afterwards.Results Sixty eight subjects for each group with similarcharacteristics were analyzed. There was significant differenceafter module MCQ score between two groups. Competenceretention in 2-6 months after module completion was betterin intervention group, both for the knowledge (median MCQscore of 70.00 (range 37-93) vs. mean score of 58.01 (SD 12.22),respectively; P<0.001) and skill (OSCE mean scores of 75.21 (SD10.74) vs. 62.62 (SD 11.89), respectively; P < 0.001). Proportionof subjects in the intervention group who passed both the MCQand OSCE were also significantly greater.Conclusion Lectures with simulations are proved to bemore effective in improving medical students’ immunizationcompetence as well as its retention compared to lectures onlyapproach.

scholarly journals Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

2021 ◽  
Author(s):  
Claudia Slimings ◽  
Emily Sisson ◽  
Connor Larson ◽  
Devin Bowles ◽  
Rafat Hussain
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Curriculum Mapping ◽  
Learning Approaches ◽  
Future Health ◽  
Work Activity ◽  
Planetary Health ◽  
E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

scholarly journals First-year medical students’ calibration bias and accuracy across clinical reasoning activities

2019 ◽  
Vol 24 (4) ◽  
pp. 767-781 ◽  
Author(s):  
Timothy J. Cleary ◽  
Abigail Konopasky ◽  
Jeffrey S. La Rochelle ◽  
Brian E. Neubauer ◽  
Steven J. Durning ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
First Year ◽  
First Year Medical Students

Assessment of clinical reasoning: A Script Concordance test designed for pre-clinical medical students

2011 ◽  
Vol 33 (6) ◽  
pp. 472-477 ◽  
Author(s):  
Aloysius J. Humbert ◽  
Mary T. Johnson ◽  
Edward Miech ◽  
Fred Friedberg ◽  
Janice A. Grackin ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Script Concordance Test ◽  
Concordance Test ◽  
Script Concordance

Ten tips for organising a Bleep Roulette for final year medical students and new foundation trainees

2020 ◽  
pp. postgradmedj-2020-138683
Author(s):  
Yagazie Zina Udeaja ◽  
Rynda Nitiahpapand
Keyword(s):  
Clinical Practice ◽  
Medical Student ◽  
Medical Students ◽  
Clinical Reasoning ◽  
Initial Period ◽  
Clinical Placements ◽  
Student Preparedness ◽  
Roles And Responsibilities ◽  
Medical Educators ◽  
Clinical Reasoning Skills

The initial period adjusting to the roles and responsibilities of a new foundation doctor can be a challenging and anxious time for graduating medical students and new trainees. Over recent years, many educational initiatives such as shadowing placements, assistantships and compulsory induction programmes have been implemented to improve medical student preparedness for clinical practice. Despite this, many graduates still report a lack of confidence and preparedness when starting their clinical placements, specifically within the context of on-call shifts. Bleep Roulette simulation sessions are progressively being used to further bridge the gap from student to trainee and ensure trainees develop prioritisation, organisational and clinical reasoning skills, improving trainee efficiency during an on-call shift. In this article, we provide 10 tips for medical educators, detailing how to design an efficacious Bleep Roulette session for final year medical students and new foundation trainees.

scholarly journals Interactive whiteboard use in clinical reasoning sessions to teach diagnostic test ordering and interpretation to undergraduate medical students

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Fares Gouzi ◽  
Christophe Hédon ◽  
Léo Blervaque ◽  
Emilie Passerieux ◽  
Nils Kuster ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Clinical Reasoning ◽  
Diagnostic Tests ◽  
Clinical Medicine ◽  
Positive Impact ◽  
Interactive Whiteboard ◽  
Respiratory Physiology ◽  
Undergraduate Medical Students ◽  
Test Ordering

Abstract Background Over-testing of patients is a significant problem in clinical medicine that can be tackled by education. Clinical reasoning learning (CRL) is a potentially relevant method for teaching test ordering and interpretation. The feasibility might be improved by using an interactive whiteboard (IWB) during the CRL sessions to enhance student perceptions and behaviours around diagnostic tests. Overall, IWB/CRL could improve their skills. Methods Third-year undergraduate medical students enrolled in a vertically integrated curriculum were randomized into two groups before clinical placement in either a respiratory disease or respiratory physiology unit: IWB-based CRL plus clinical mentoring (IWB/CRL + CM: n = 40) or clinical mentoring only (CM-only: n = 40). Feasibility and learning outcomes were assessed. In addition, feedback via questionnaire of the IWB students and their classmates (n = 233) was compared. Results Analyses of the IWB/CRL sessions (n = 40, 27 paperboards) revealed that they met validated learning objectives. Students perceived IWB as useful and easy to use. After the IWB/CRL + CM sessions, students mentioned more hypothesis-based indications in a test ordering file (p <  0.001) and looked for more nonclinical signs directly on raw data tests (p <  0.01) compared with students in the CM-only group. Last, among students who attended pre- and post-assessments (n = 23), the number of diagnostic tests ordered did not change in the IWB/CRL + CM group (+ 7%; p = N.S), whereas it increased among CM-only students (+ 30%; p <  0.001). Test interpretability increased significantly in the IWB/CRL + CM group (from 4.7 to 37.2%; p <  0.01) but not significantly in the CM-only group (from 2.4 to 9.8%; p = 0.36). Conclusions Integrating IWB into CRL sessions is feasible to teach test ordering and interpretation to undergraduate students. Moreover, student feedback and prospective assessment suggested a positive impact of IWB/CRL sessions on students’ learning.

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