Key feature, clinical reasoning problem. Puzzle and scenario writing: Are there any differences between them in evaluating clinical reasoning?

Boushehri, Elham; Monajemi, Alireza; Kamran,; Arabshahi, Seyed Kamran Soltani

doi:10.15761/tim.1000188

Cited by 2 publications

(3 citation statements)

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“…Clinical reasoning is a core ability for a doctor, but assessing the process and results of this ability is still difficult (Boushehri, Kamran & Arabshahi 2019). There are still no uniform indexes and standards for the assessment of clinical reasoning skills.…”

Section: Discussionmentioning

confidence: 99%

Exploration of an Effective Method for the Step-by-Step Presentation of Case Information to Guide Grade 4 Medical Students to Develop Clinical Reasoning Skills

Huang¹,

Yang²,

Wang³

et al. 2021

JCT

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Clinical reasoning ability is an important competence for a clinician to have. Undergraduate study is a crucial period to strengthen medical students' clinical reasoning skills. The aim of this study was to explore an effective method for guiding students to improve clinical reasoning skills via a step-by-step presentation of case information. The study was conducted among grade 2015 clinical medicine major students who were studying internal medicine. On the basis of the theoretical study and practical training, a method for the step-by-step presentation of case information was designed and implemented to strengthen students’ clinical reasoning skills. Each case was divided into four modules. Module one focused on inquiry, module two focused on physical examination, module three focused on laboratory tests and module four focused on diagnosis and treatment. Four modules were sent to students in turn as homework. The teacher corrected their answers and feedback was individually given. A questionnaire was conducted at the end of semester to assess the effect. The questionnaire revealed that students were satisfied with this training mode. They thought the mode was helpful for improving clinical reasoning ability and consolidating the basic skills such as history taking and physical examination. In conclusion, this effective method provides a training pattern for developing clinical reasoning skills of medical students. Through the process of analysing clinical cases, students are guided to become familiar with the procedures of solving clinical problems from gathering medical information to establishing diagnosis and treatment plans. It helps students to establish a scientific clinical reasoning mode.

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Section: Discussionmentioning

confidence: 99%

Exploration of an Effective Method for the Step-by-Step Presentation of Case Information to Guide Grade 4 Medical Students to Develop Clinical Reasoning Skills

Huang¹,

Yang²,

Wang³

et al. 2021

JCT

View full text Add to dashboard Cite

show abstract

“…The structure allows adequate time for research and response and is a suitable method of assessment in the present situation. In light of COVID-19, the conventional assessment appears far from feasible and we are left with little choice but to implement the online asynchronous assessment methods [10,12,14].…”

Section: Synchronous Asynchronousmentioning

confidence: 99%

“…The validation of the assessment method should be done on a trial basis before it is approved for implementation. Evaluation should be conducted based on item analysis of student performance and the difficulty index of questions to differentiate excellent, good, and poor students [13,14,16]. For asynchronous assessment, the teacher utilises various tools to diagnose the knowledge, skill, and competence of students; some of these modalities include open-ended questions, problem-based questions, virtual OSCE (Objective structural Clinical Examination), and an oral examination.…”

Section: Development Of Assessment For An Asynchronous Environmentmentioning

confidence: 99%

Asynchronous Environment Assessment: A Pertinent Option for Medical and Allied Health Profession Education During the COVID-19 Pandemic

et al. 2020

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The emergence and global spread of COVID-19 has disrupted the traditional mechanisms of education throughout the world. Institutions of learning were caught unprepared and this jeopardised the face-to-face method of curriculum delivery and assessment. Teaching institutions have shifted to an asynchronous mode whilst attempting to preserve the principles of integrity, equity, inclusiveness, fairness, ethics, and safety. A framework of assessment that enables educators to utilise appropriate methods in measuring a student’s progress is crucial for the success of teaching and learning, especially in health education that demands high standards and comprises consistent scientific content. Within such a framework, this paper aims to present a narrative review of the currently utilised methods of assessment in health education and recommend selected modalities that could be administered in an asynchronous mode during the COVID-19 pandemic. Assessment methods such as open-ended short answer questions, problem-based questions, oral exams, and recorded objective structured clinical exams (OSCE) would be appropriate for use in an asynchronous environment to assess the knowledge and competence of health professional students during COVID-19. Fairness and integrity can be ensured by using technological tools such as video and audio recording surveillance.

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Key feature, clinical reasoning problem. Puzzle and scenario writing: Are there any differences between them in evaluating clinical reasoning?

Cited by 2 publications

References 0 publications

Exploration of an Effective Method for the Step-by-Step Presentation of Case Information to Guide Grade 4 Medical Students to Develop Clinical Reasoning Skills

Exploration of an Effective Method for the Step-by-Step Presentation of Case Information to Guide Grade 4 Medical Students to Develop Clinical Reasoning Skills

Asynchronous Environment Assessment: A Pertinent Option for Medical and Allied Health Profession Education During the COVID-19 Pandemic

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