In Brief: Validity of Case Summaries in Written Examinations of Clinical Reasoning

Dory, Valérie; Gagnon, Robert; Charlin, Bernard; Vanpee, Dominique; Leconte, Sophie; Duyver, Corentin; Young, Meredith; Loye, Nathalie

doi:10.1080/10401334.2016.1190730

Cited by 9 publications

(9 citation statements)

References 31 publications

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“…The results show that there were limitations in conducting the CBME model during the COVID-19 pandemic (Ferrel & Ryan, 2020;Rose, 2020). Clearly the CBME module needs proper planning, caution, and high vigilance because in Indonesia it involves at least six parties, covering students, field and faculty educators, faculty teams, community, tribal chief/public figures, and local government (Dory et al, 2014;Bernstein et al, 2016). The input from this large number of people is necessary as it relates to various learning methods, field activities, and mentoring by various supervisors tailored to activities or cases in the community.…”

Section: Discussionmentioning

confidence: 99%

“…Several evaluation methods were implemented to assess various aspects of competencies among students including aspects of knowledge, attitudes, and behavior. The combination of various assessments was applied for the purpose of assessing students from various aspects combining cognitive, practical, and analytical abilities (Dory et al, 2014). The learning evaluation modalities are shown in detail in Table 3.…”

Section: Student's Assessment and Clerkship Evaluationmentioning

confidence: 99%

“…Accordingly, the FMUINSH prepared various strategies such as modifying existing modules and activities in line with changing guidelines issued throughout the pandemic. It is known that the CMC is a clinical clerkship that involves multiple elements, so it required careful planning (Dory et al, 2014;Bernstein et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Community medicine clerkship amidst COVID-19 pandemic: re-designing, implementation, and evaluation

Tyastuti¹,

Kunarisasi²,

Azwar³

et al. 2023

IJPBLHSC

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Clerkship on primary care and family medicine is multi-elemental and very challenging in amidst the COVID-19 pandemic. Some medical students have postponed their graduation because the clerkship at the health center cannot be carried out in a pandemic situation. This article aims to describe the community medicine clerkship (CMC) module and how the implementation amidst the COVID-19 pandemic. This module was delivered by online and offline activities from 10th August to 13th September 2020. A total of forty students, twelve faculty mentors, and fifteen PHC preceptors from ten PHCs in Tangerang District, Indonesia were involved. Students could carry out activities and fulfill assignments given in the midst of a pandemic with a re-designing of the CMC module. One-sample t-tests were run to determine whether scores of students participating in CMC module during the COVID-19 pandemic differed from normal and showed that individual and group scores were significantly different from normal. The findings of the study clearly indicate that all clinical clerkship modules must be redesigned to suit the current conditions. Modifications and variations of various learning methods, guidance techniques, monitoring and coordination are factors that should be considered in its implementing.

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Section: Discussionmentioning

confidence: 99%

Section: Student's Assessment and Clerkship Evaluationmentioning

confidence: 99%

See 1 more Smart Citation

Community medicine clerkship amidst COVID-19 pandemic: re-designing, implementation, and evaluation

Tyastuti¹,

Kunarisasi²,

Azwar³

et al. 2023

IJPBLHSC

View full text Add to dashboard Cite

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“…Advanced formats match typed-in questions with the list to enable automatic scoring A drawback is that more than one entry word is difficult to recognize automatically, and mistakes can be made if multiple words are required. In addition, the same drawbacks as with multiple-choice questions apply, without the cueing disadvantage Written case summaries (Dory et al 2016) Candidates receive multiple case vignettes describing in lay language a patient's history of present illness, past medical history, and physical examination findings. They must summarize the case as they would present to an attending staff, in a few sentences using medical terminology (semantic qualifiers) to measure problem representation.…”

Section: Current Methods Of Assessing Clinical Reasoningmentioning

confidence: 99%

Approaches to Assessing the Clinical Reasoning of Preclinical Students

Cate

Durning

2017

Innovation and Change in Professional Education

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“…Case‐based instruction is a well‐supported form of a clinically integrated curriculum (Higgs, 1993; Kassirer, 2010; Klement et al, 2016; ten Cate et al, 2018; Weidenbusch et al, 2019). In a pre‐professional course without access to a clinical setting, paper cases may be the most feasible and effective method of case‐based instruction (Dory et al, 2016; Custers, 2018; Boshuizen and Schmidt, 2019).…”

Section: Introductionmentioning

confidence: 99%

Integrating Clinical Reasoning Skills in a Pre‐professional Undergraduate Human Anatomy Course

Anderson

Hills-Meyer

Stamm

et al. 2021

Anatomical Sciences Ed

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Clinically integrated curricula in health science education has been shown to promote the development of problem‐solving schema and positively impact knowledge acquisition. Despite its’ purported benefits, this type of curricula can impose a high cognitive load, which may negatively impact novice learners’ knowledge acquisition and problem‐solving schema development. Introducing explicit clinical reasoning instruction within pre‐professional undergraduate basic science courses may limit factors that increase cognitive load, enhance knowledge acquisition, and foster developing clinical problem‐solving skills. This study, conducted over the Fall and Spring semesters of the 2018–2019 school year, sought to evaluate whether the implementation of a clinical reasoning instructional intervention within a clinically integrated pre‐professional undergraduate general human anatomy course influenced students’ acquisition of anatomical knowledge and development of clinical problem‐solving skills. Results of the study were mixed regarding the acquisition of anatomical knowledge. Both the intervention and comparison groups performed similarly on multiple choice examinations of anatomical knowledge. However, the clinical reasoning intervention positively impacted students’ ability to apply clinical reasoning skills to anatomically based clinical case studies. Results from M\mixed between‐within subjects analysis of variance comparing scores on Written Clinical Reasoning Assessments revealed a significant interaction between time and group affiliation, with the groups receiving the interventions outperforming the comparison groups: Fall, P < 0.001; Spring, P < 0.001. The results of this study may imply that explicit clinical reasoning instruction within a clinically integrated undergraduate Human Anatomy course could hold potential for fostering students’ early clinical reasoning skills.

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In Brief: Validity of Case Summaries in Written Examinations of Clinical Reasoning

Abstract: There is good evidence regarding the scoring and generalizability of written case summaries for assessment of clinical problem representation. Further evidence regarding the extrapolation and implications of these assessments is warranted.

Cited by 9 publications

References 31 publications

Community medicine clerkship amidst COVID-19 pandemic: re-designing, implementation, and evaluation

Community medicine clerkship amidst COVID-19 pandemic: re-designing, implementation, and evaluation

Approaches to Assessing the Clinical Reasoning of Preclinical Students

Integrating Clinical Reasoning Skills in a Pre‐professional Undergraduate Human Anatomy Course

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