Enhancing the Clinical Reasoning Skills of Postgraduate Students in Internal Medicine Through Medical Nonfiction and Nonmedical Fiction Extracurricular Books
| Autor: | H Basavana Gowdappa, H S Kiran, K A Sudharshana Murthy, Thomas V Chacko |
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| Rok vydání: | 2016 |
| Předmět: |
Male
medicine.medical_specialty Students Medical Medical psychology Clinical Decision-Making education MEDLINE 030204 cardiovascular system & hematology behavioral disciplines and activities 03 medical and health sciences 0302 clinical medicine Daily practice Intervention (counseling) Internal medicine Internal Medicine Humans Medicine 030212 general & internal medicine Curriculum Problem Solving Cognitive Intervention business.industry Books Clinical reasoning Rubric General Medicine Patient Simulation Education Medical Graduate Female Clinical Competence business |
| Zdroj: | Mayo Clinic Proceedings. 91:1761-1768 |
| ISSN: | 0025-6196 |
| Popis: | Objective To improve the clinical reasoning skills of postgraduate students in internal medicine through 2 kinds of extracurricular books: medical nonfiction and nonmedical fiction. Methods Clinical reasoning is difficult to define, understand, observe, teach, and measure. This is an educational innovation under an experimental framework based on a cognitive intervention grounded in constructivist and cognitivist theories. This study was conducted from June 1, 2014, through May 31, 2015. It was a pre-post, randomized, controlled, prospective, mixed-methods, small-group study. The intervention was through medical nonfiction and nonmedical fiction books. The process was structured to ensure that the students would read the material in phases and reflect on them. Clinical reasoning (pretests and posttests) was quantitatively assessed using the Diagnostic Thinking Inventory (DTI) and clinical reasoning exercises (CREs) and their assessment using a rubric. A qualitative design was used, and face-to-face semistructured interviews were conducted. Results Posttest total scores (DTI=188.92; CREs=53.92) were higher for the study group after the intervention compared with its own pretest scores (DTI=165.25; CREs=41.17) and with the pretest (DTI=159.27; CRE=40.73) and posttest (DTI=166.91; CREs=41.18) scores of the control group. Interviews with the study group confirmed that the intervention was acceptable and useful in daily practice. Conclusion We introduced, evaluated, and proved an approach to teaching-learning clinical reasoning based on the assumption that the clinical reasoning skills of postgraduate students in internal medicine can be enhanced through 2 kinds of extracurricular books and that fun as well as interest will enhance learning. This study is not only about teaching-learning clinical reasoning but also about the humanities in medical education. |
| Databáze: | OpenAIRE |
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