The use of diagnostic thinking inventory to evaluate musculoskeletal physiotherapy practitioners’ clinical reasoning

Hamzeh, Hayat; Madi, Mohammad; Hensman, Marianne

doi:10.1016/j.physio.2016.10.200

Cited by 2 publications

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“…Hamzeh et al compared clinical competency using diagnostic thinking inexperienced and novice physiotherapists. Their results showed that the DTI instrument had sufficient validity and reliability to assess clinical diagnostic reasoning [ 15 ]. A few studies were found about assessing clinical reasoning and diagnostic thinking among dental students.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students

Owlia

Keshmiri

Kazemipoor

et al. 2022

International Journal of Dentistry

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Introduction. This study aimed to investigate dental students’ clinical reasoning and diagnostic thinking ability by key feature test and “diagnostic thinking inventory” questionnaire. Methods. The present study was a descriptive cross-sectional study. The participants consisted of 61 senior dental students. Clinical reasoning and diagnostic thinking were assessed by key feature tests and the “diagnostic thinking inventory” “DTI” questionnaire, respectively. The “diagnostic thinking inventory” was developed by Bordage et al. in France and consisted of 41 questions on a 6-point Likert scale. The satisfaction of students was assessed through a 10-item questionnaire. Data were analyzed using SPSS 19 with descriptive tests (mean, SD, and percentage), student independent T-test, and Pearson correlation. The significance level was determined at p < 0.05 . Results. The mean scores of the key feature test were 56.55 ± 7.80. Diagnostic thinking scores of learners were reported in diagnostic thinking 136.47 ± 16.45, flexibility in thinking 72.22 ± 11.15, and structure of memory 64.24 ± 7.84. The difference in students’ scores in flexibility in thinking was significantly higher among male students than female students. ( p -value = 0.04). The students’ satisfaction scores were 3.53 ± 0.52, which showed relative satisfaction. Conclusion. The participants’ clinical reasoning and diagnostic thinking skills were reported at a low level. This issue emphasizes the need for training to enhance diagnostic thinking and clinical reasoning in dental education. Formative evaluation and reform of the educational programs of this course should be considered.

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Section: Introductionmentioning

confidence: 99%

Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students

Owlia

Keshmiri

Kazemipoor

et al. 2022

International Journal of Dentistry

View full text Add to dashboard Cite

show abstract

“…Hamzeh et al compared clinical competency using diagnostic thinking in experienced and inexperienced physiotherapists. Their results showed that the DTI instrument had su cient validity and reliability to assess clinical diagnostic reasoning (23).There were founded a few studies about assessing clinical reasoning and diagnostically thinking among dental students. The aim of this study was to assess the clinical reasoning and diagnostic thinking abilities of dental students through key features test and DTI questionnaire.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Clinical Reasoning and Diagnostic Thinking Among Dental Students

Keshmiri

Owlia

Kazemipoor

et al. 2021

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Aim and background: Diagnostic thinking is the ultimate goal of educational system and the basis for clinical reasoning. The aim of this study was to assess the clinical reasoning and diagnostic thinking ability of dental students by key features test and Diagnostic thinking inventory (DTI) questionnaire. Materials and methods The present study was a descriptive cross-sectional study. The participants consisted of 61 senior dental students. Clinical reasoning and diagnostic thinking were assessed by key feature test and DTI questionnaire, respectively. To design the KF test questions, the blueprint of exam was first designed in expert panel based on dental curriculum. The questions developed based on common cases in oral and maxillofacial diseases by the group of oral and maxillofacial specialists. The DTI was developed by Bourdieu et al. in France and consists of 41 questions on a 6-point Likert scale, of which 21 are memory structure category and 20 are in flexibility in thinking category. Satisfaction of student assessed through a 10-item questionnaire. Data were analyzed using SPSS 19 by descriptive tests (mean, SD, percentage) and student independent T-test and Pearson test. Significance level was determined p < 0.05. Results The mean scores of the key features test of students were 56.55 ± 7.80. No significant difference was reported between clinical reasoning scores of key features test by students' gender (p-value = 0.19). There was no significant difference between the scores of diagnostic thinking between men and women (p-value = 0.11). The difference in students' scores in the domain of flexibility in thinking was significantly higher among male students than female students. (P-value = 0.04). There was no significant correlation between students' diagnostic thinking scores and their clinical reasoning scores in the key features test. Conclusion Based on the present results, the clinical reasoning and diagnostic thinking skills of participants were reported in the low level. This issue emphasizes the need for training to enhance diagnostic thinking and clinical reasoning in dental education. Formative evaluation and reform the educational programs of this course should be considered.

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The use of diagnostic thinking inventory to evaluate musculoskeletal physiotherapy practitioners’ clinical reasoning

Cited by 2 publications

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Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students

Assessment of Clinical Reasoning and Diagnostic Thinking among Dental Students

Assessment of Clinical Reasoning and Diagnostic Thinking Among Dental Students

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