Effects of free, cued and modelled reflection on medical students' diagnostic competence

Ibiapina, Cássio da Cunha; Mamede, Sílvia; Moura, Alexandre Sampaio; Elói-Santos, Silvana Maria; Gog, Tamara van

doi:10.1111/medu.12435

Cited by 36 publications

(57 citation statements)

References 27 publications

(69 reference statements)

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“…Seven studies were based in the USA,28 29 53 60 64 66 67 10 in Canada,47 50 51 54–57 59 61 68 4 in the Netherlands,42 58 63 65 2 in Brazil39 52 and 1 each in the UK,46 Japan,48 Korea,49 Israel62 and Switzerland 45…”

Section: Resultsmentioning

confidence: 99%

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Dual-process cognitive interventions to enhance diagnostic reasoning: a systematic review

et al. 2016

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Results to date are promising and this relatively young field is now close to a point where these kinds of cognitive interventions can be recommended to educators. Further research with refined methodology and more diverse samples is required before firm recommendations may be made for medical education and policy; however, these results suggest that such interventions hold promise, with much current enthusiasm for new research.

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Section: Resultsmentioning

confidence: 99%

“…One study52 examined the effects of free, cued and modelled reflection on diagnostic accuracy when diagnosing clinical scenarios. Diagnostic accuracy was higher under both the cued and modelled reflection conditions compared with free reflection, with no differences between these two conditions.…”

Section: Resultsmentioning

confidence: 99%

Dual-process cognitive interventions to enhance diagnostic reasoning: a systematic review

et al. 2016

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“…Our intention was to compare the effect of deliberate reflection and providing alternative diagnoses on engagement in a subsequent study task. Nevertheless, it cannot be excluded that solving the crossword generated excessive cognitive load, which somehow carried over to the study task, although it is worth noticing that the deliberate reflection procedure has also been shown to involve high cognitive load …”

Section: Discussionmentioning

confidence: 99%

Effects of deliberate reflection on students’ engagement in learning and learning outcomes

et al. 2019

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Context Reflection in practice is assumed to enhance interest in knowing more about a topic, increasing engagement in learning and learning outcomes. However, this claim lacks empirical evidence, particularly in medical education. The authors investigated the effects of deliberate reflection upon clinical cases on medical students’ engagement in a learning activity and learning outcomes. Methods A three‐task (diagnostic task; learning activity; test) experiment was conducted in August 2017. Seventy‐two fourth‐year students from UNIFENAS‐BH Medical School, Brazil, diagnosed two clinical cases with jaundice as the chief complaint, either by following a deliberate reflection procedure or making differential diagnosis. Subsequently, all participants received the same study material on the diagnosis of jaundice. Finally, they took a recall test on the study material. Outcome measurements were study time and test scores. Results There was a significant effect of experimental condition on students’ engagement in the learning activity and on learning outcomes. Students who deliberately reflected upon the cases invested more time in studying the material than those who made a differential diagnosis (respectively, mean = 254.97, standard deviation = 115.45 versus mean = 194.96, standard deviation = 111.68; p = 0.02; d = 0.53). Deliberate reflection was also related to higher scores in the test relative to differential diagnosis (respectively, mean = 22.08, standard deviation = 14.94 versus mean = 15.75, standard deviation = 9.24; p = 0.03; d = 0.51). Medium effect sizes (Cohen's d) were observed in both measurements. Conclusions Relative to making differential diagnosis, deliberate reflection while diagnosing cases fostered medical students’ engagement in learning and increased learning outcomes. Teachers can employ this relatively easy procedure, possibly both with simulated and real scenarios, to motivate their students and help them expand their knowledge, an important requirement for their professional development.

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“…Additional research on the science of learning has elucidated several strategies for learners and educators to use to maximize knowledge acquisition and application. These include testing and retesting (30,31), interspersed practice and spaced retrieval (31–33), reflection and metacognition (34–37), providing and receiving corrective feedback (29,38) and cultivating a growth mindset (39). …”

Section: Partmentioning

confidence: 99%

Practice and Educational Gaps in Lupus, Dermatomyositis, and Morphea

Fett

Fiorentino

Werth

2016

Dermatologic Clinics

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Effects of free, cued and modelled reflection on medical students' diagnostic competence

Cited by 36 publications

References 27 publications

Dual-process cognitive interventions to enhance diagnostic reasoning: a systematic review

Dual-process cognitive interventions to enhance diagnostic reasoning: a systematic review

Effects of deliberate reflection on students’ engagement in learning and learning outcomes

Practice and Educational Gaps in Lupus, Dermatomyositis, and Morphea

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