Teaching clinical reasoning through hypothetico-deduction is (slightly) better than self-explanation in tutorial groups: An experimental study
| Autor: | Nasr Eldin Ahmed, Tarig Awad Mohamed, Moeber M Mahzari, Henk G. Schmidt, Ghassan Al Ghamdi, Mustafa Donmez, Ahmed Al Rumayyan, Sílvia Mamede, Reem Al Subait, Jerome I. Rotgans |
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| Přispěvatelé: | General Practice, Department of Psychology, Education and Child Studies, Lee Kong Chian School of Medicine (LKCMedicine) |
| Rok vydání: | 2018 |
| Předmět: |
Male
Students Medical 020205 medical informatics education Self-explanation Saudi Arabia Signs and symptoms Diagnostic accuracy 02 engineering and technology Self explanation Clinical Reasoning Education Thinking 03 medical and health sciences Young Adult 0302 clinical medicine Clinical teaching 0202 electrical engineering electronic engineering information engineering Humans Science::Medicine [DRNTU] 030212 general & internal medicine Medical diagnosis Clinical reasoning Analysis of Variance Teaching Medical school Problem-Based Learning Clinical Teaching Test (assessment) Group Processes Hypothetico-deductive Female Original Article Analysis of variance Clinical Competence Psychology Clinical psychology Education Medical Undergraduate |
| Zdroj: | Perspectives on Medical Education Perspectives on Medical Education, 7(2), 93-99. Bohn Stafleu van Loghum |
| ISSN: | 2212-2761 |
| Popis: | Background Self-explanation while individually diagnosing clinical cases has proved to be an effective instructional approach for teaching clinical reasoning. The present study compared the effects on diagnostic performance of self-explanation in small groups with the more commonly used hypothetico-deductive approach. Methods Second-year students from a six-year medical school in Saudi Arabia (39 males; 49 females) worked in small groups on seven clinical vignettes (four criterion cases representing cardiovascular diseases and three ‘fillers’, i.e. cases of other unrelated diagnoses). The students followed different approaches to work on each case depending on the experimental condition to which they had been randomly assigned. Under the self-explanation condition, students provided a diagnosis and a suitable pathophysiological explanation for the clinical findings whereas in the hypothetico-deduction condition students hypothesized about plausible diagnoses for signs and symptoms that were presented sequentially. One week later, all students diagnosed eight vignettes, four of which represented cardiovascular diseases. A mean diagnostic accuracy score (range: 0–1) was computed for the criterion cases. One-way ANOVA with experimental condition as between-subjects factor was performed on the mean diagnostic accuracy scores. Results Students in the hypothetico-deduction condition outperformed those in the self-explanation condition (mean = 0.22, standard deviation = 0.14, mean = 0.17; standard deviation = 0.12; F(1, 88) = 4.90, p = 0.03, partial η 2 = 0.06, respectively). Conclusions Students in the hypothetico-deduction condition performed slightly better on a follow-up test involving similar cases, possibly because they were allowed to formulate more than one hypothesis per case during the learning phase. |
| Databáze: | OpenAIRE |
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