The Use of a Modified Script Concordance Test in Clinical Rounds to Foster and Assess Clinical Reasoning Skills

Author(s):  
Jordan D. Tayce ◽  
Ashley B. Saunders

The development of clinical reasoning skills is a high priority during clinical service, but an unpredictable case load and limited time for formal instruction makes it challenging for faculty to foster and assess students’ individual clinical reasoning skills. We developed an assessment for learning activity that helps students build their clinical reasoning skills based on a modified version of the script concordance test (SCT). To modify the standard SCT, we simplified it by limiting students to a 3-point Likert scale instead of a 5-point scale and added a free-text box for students to provide justification for their answer. Students completed the modified SCT during clinical rounds to prompt a group discussion with the instructor. Student feedback was positive, and the instructor gained valuable insight into the students’ thought process. A modified SCT can be adopted as part of a multimodal approach to teaching on the clinic floor. The purpose of this article is to describe our modifications to the standard SCT and findings from implementation in a clinical rounds setting as a method of formative assessment for learning and developing clinical reasoning skills.

2016 ◽  
Vol 41 (1) ◽  
pp. 86-90 ◽  
Author(s):  
François Kazour ◽  
Sami Richa ◽  
Marouan Zoghbi ◽  
Wissam El-Hage ◽  
Fady G. Haddad

2021 ◽  
Author(s):  
Enjy Abouzeid ◽  
Moataz Sallam

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.


2010 ◽  
Vol 58 (11) ◽  
pp. 2178-2184 ◽  
Author(s):  
Jorge G. Ruiz ◽  
Renuka Tunuguntla ◽  
Bernard Charlin ◽  
Joseph G. Ouslander ◽  
Stephen N. Symes ◽  
...  

2017 ◽  
Vol 9 (6) ◽  
pp. 1031-1041
Author(s):  
Kylee A. Funk ◽  
Claire Kolar ◽  
Sarah K. Schweiss ◽  
Jeffrey M. Tingen ◽  
Kristin K. Janke

2011 ◽  
Vol 33 (6) ◽  
pp. 472-477 ◽  
Author(s):  
Aloysius J. Humbert ◽  
Mary T. Johnson ◽  
Edward Miech ◽  
Fred Friedberg ◽  
Janice A. Grackin ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document