scholarly journals Using Technology as a Novel Method to Develop Students’ Clinical Reasoning Skills Through Virtual Collaborative Learning in Scriptwriting

2021 ◽  
Author(s):  
Anecita Gigi Lim ◽  
Michelle Honey
Keyword(s):  
Collaborative Learning ◽  
Clinical Reasoning ◽  
Student Feedback ◽  
Teaching Approach ◽  
Virtual Collaboration ◽  
Collaborative Learning Environment ◽  
Novel Method ◽  
Reasoning Skills ◽  
The Impact ◽  
Clinical Reasoning Skills

One of the most important skills students need to learn in applying pharmacotherapeutics is clinical reasoning. This study aimed to evaluate the impact of virtual collaboration in scriptwriting as a teaching approach to develop clinical reasoning skills. Data was from student feedback (n=102). Discussing conceptual questions in a collaborative learning environment with peers proved to support the development of clinical reasoning skills as the activity increased interactivity, improved understanding and retention. Findings show that the development of clinical reasoning skills were enhanced with the use of scriptwriting as a virtual collaborative activity.

scholarly journals Examining audiology students clinical reasoning skills with virtual audiology cases aided with no collaboration, live collaboration, and virtual collaboration

2020 ◽  
Author(s):  
Ramy Shaaban
Keyword(s):  
Clinical Reasoning ◽  
Situated Learning ◽  
The Body ◽  
Development Theory ◽  
Virtual Collaboration ◽  
Treatment Groups ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

The purpose of this study was to examine the difference in clinical reasoning skills of students when using virtual audiology cases aided with no collaboration, virtual collaboration, and live collaboration. The theoretical framework discussed five major approaches that could explain this effect; Situated Learning Theory, Social Development Theory, Scaffolding, Collaborative Learning, and Cognitive Load Theory. A quasi-experimental design was conducted at two U.S. universities to examine whether there is a significant difference in clinical reasoning skills between the three treatment groups using IUP Audiosim software. The clinical reasoning data were analyzed using One-Way ANOVA, and Tukey HSD for ANOVA. The results indicated that there was a significant difference in clinical reasoning skills between the three treatment groups. Further analyses are shown in the body of the study.

scholarly journals Reflecting on Exchanged Students' Learning: Bedside Demonstration, Case Reporting and Clinical Reasoning

2021 ◽  
Author(s):  
Dan Xu ◽  
Shaoting Feng ◽  
Suqing Yang ◽  
Shuqing Ding ◽  
Timothy Yap ◽  
...  
Keyword(s):  
Academic Performance ◽  
Case Report ◽  
Clinical Reasoning ◽  
Case Reports ◽  
Writing Skills ◽  
Scientific Writing ◽  
Report Writing ◽  
Reasoning Skills ◽  
The Impact ◽  
Clinical Reasoning Skills

Abstract Background: The increasing opportunities for medical students to participate in international, supervised and structured electives have been shown in our recent study, which enhanced students’ professionalism, cultural competence and clinical reasoning skills in preclinical years. However, evidence is scant in achieving the specific learning objectives and improving clinical reasoning during clinical years. This study aims to demonstrate how the short-term supervised elective can improve students’ clinical reasoning skills, skills of case report writing and satisfactory academic performance.Results: We recorded daily discussions on the demonstrated skills and cases collection with six Curtin Medical School students from Australia during a 19-day supervised elective at the First Affiliated hospital, Sun Yat-sen University, China. The daily clinical reasoning discussions, case collection and bedside demonstrations in different disciplines became the main content of the reflections discussed in this article. Their feedback was recorded post-elective to examine the impact of the exchange in their ongoing case report writing, clinical reasoning skills development and academic performance. The main themes of case-based clinical reasoning identified in the daily discussions and feedbacks were described by the students in two frameworks. Learning through clinical reasoning is well demonstrated during students-supervisors daily debrief. The students have used these clinical reasoning skills in their ensuing clinical placement with satisfactory academic performances. The students have completed two case reports individually with cases for publication in both Australian Doctor and BMJ case report. The supervisors obtained students’ feedbacks at the time of the elective, 6-month and 12-month post-elective, and feedback summary is highlighted in three aspects including improved clinical reasoning skills, scientific writing skills and satisfactory academic performance.Conclusions: These reflections provide insight into how this exchange elective may improve students’ clinical reasoning, enhance scientific writing skills and strengthen academic performance.

Analisis Capaian Kompetensi Mahasiswa dalam Objective Structured Clinical Examination (OSCE) Semester Ganjil Tahun Ajaran 2017/2018 Fakultas Kedokteran Universitas HKBP Nommensen Medan

2020 ◽  
Vol 5 (2) ◽  
pp. 28-35
Author(s):  
Jenny Novina Sitepu
Keyword(s):  
Clinical Examination ◽  
Clinical Reasoning ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Treatment Practice ◽  
Standard Patient ◽  
The Mean ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills ◽  
Academic Year

Backgroud: Clinical skills is one of competency as a doctor. Objective Structured Clinical Examination (OSCE) is an ideal way to assess clinical skills for undergraduated, graduated, and postdraduated clinical students. The low score in some OSCE station can be an input for teaching and curriculum improvement. This study aim to analyzed student competency achievement in first term in 2017/2018 academic year in  Fakultas Kedokteran Universitas HKBP Nommensen. Methods: This study was qualitative study with descriptive design. The sample was OSCE score in first term in 2017/2018 academic year. Student achievement was the mean score of every student in all station in OSCE. Competency achievement was the mean of students score for every competency in OSCE. Next, the stations was categorized in practice/ procedure skills station and clinical reasoning skills station. Skills achievement was got form the mean of score (in percent) of procedure skills and clinical reasoning station. Indept interview with students and lectures was held to knowed their perception about OSCE. Results: Students’ achievement in OSCE of first term academic year 2017/2018 was 62.4% for 2015’s students, and 64.6% for 2016’ students. The lowest competency achievement of 2015’s students was diagnosis and differential diagnosis. For the 2016’s students, it was farmacology treatment. Practice/ procedure skills achievement in OSCE of first term academic year 2017/2018 was 61.34% (2015’s students) and 74.4% (2016’s students). The clinical reasoning skills achievement was 62.80% (2015’s students), and 58.77% (2016’s students). Based on indept interview, the things that make student’s achievement low were the clinical reasoning ability of students was still low, the standard patient that involved in OSCE didn’t acted properly, the students’ knowledge about medicine and prescription was poor, and there were lot of learning schedules and learning subjects that students must did and learned. Conclusions:  Students’ achievement in OSCE of first term academic year 2017/2018 is need to  be improved.

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

2021 ◽  
Author(s):  
Jordan D. Tayce ◽  
Ashley B. Saunders
Keyword(s):  
Clinical Reasoning ◽  
Assessment For Learning ◽  
Learning Activity ◽  
Free Text ◽  
Valuable Insight ◽  
Script Concordance Test ◽  
Concordance Test ◽  
Script Concordance ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

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.

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