| Autor: |
Harendza, Sigrid, Krenz, Ingo, Klinge, Andreas, Wendt, Ulrike, Janneck, Matthias |
| Jazyk: |
German<br />English |
| Rok vydání: |
2017 |
| Předmět: |
|
| Zdroj: |
GMS Journal for Medical Education, Vol 34, Iss 5, p Doc66 (2017) |
| Druh dokumentu: |
article |
| ISSN: |
2366-5017 |
| DOI: |
10.3205/zma001143 |
| Popis: |
Background: Clinical reasoning, comprising the processes of clinical thinking, which form the basis of medical decisions, constitutes a central competence in the clinical routine on which diagnostic and therapeutic steps are based. In medical curricula in Germany, clinical reasoning is currently taught explicitly only to a small extend. Therefore, the aim of this project was to develop and implement a clinical reasoning course in the final year of undergraduate medical training.Project description: A clinical reasoning course with six learning units and 18 learning objectives was developed, which was taught by two to four instructors on the basis of 32 paper cases from the clinical practice of the instructors. In the years 2011 to 2013, the course of eight weeks with two hours per week was taught seven times. Before the first and after the last seminar, the participating students filled out a self-assessment questionnaire with a 6-point Likert scale regarding eight different clinical reasoning skills. At the same times, they received a patient case with the assignment to prepare a case presentation and differential diagnoses.Results: From 128 participating students altogether, 42 complete data sets were available. After the course, participants assessed themselves significantly better than before the course in all eight clinical reasoning skills, for example in “Summarizing and presentation of a paper case” or in the “Skill to enumerate differential diagnoses” (p |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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