scholarly journals Respective value of the traditional clinical rotation and high fidelity simulation on the acquisition of clinical reasoning skills in medical students – A Randomized Controlled Trial.

MedEdPublish ◽  
2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Sarahn Lovett ◽  
Jan Roche ◽  
Sharyn Hunter ◽  
Ian Symonds ◽  
Naomi Tomlinson ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Medical Students ◽  
Clinical Reasoning ◽  
Controlled Trial ◽  
High Fidelity ◽  
Clinical Rotation ◽  
High Fidelity Simulation ◽  
Randomized Controlled ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

scholarly journals Case-Based Teaching: Does the Addition of High-Fidelity Simulation Make a Difference in Medical Students’ Clinical Reasoning Skills?

2020 ◽  
Vol 30 (1) ◽  
pp. 307-313 ◽  
Author(s):  
Mary Kathryn Mutter ◽  
James R. Martindale ◽  
Neeral Shah ◽  
Maryellen E. Gusic ◽  
Stephen J. Wolf
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills ◽  
Case Based

scholarly journals A Cognitive Aid for Neonatal Resuscitation: a Randomized Controlled Trial Using High Fidelity Simulation

2009 ◽  
Vol 14 (suppl_A) ◽  
pp. 30A-30A ◽  
Author(s):  
DM Campbell ◽  
MD Bould ◽  
MA Hayter ◽  
DB Chandra ◽  
HS Joo ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Neonatal Resuscitation ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Randomized Controlled

Satisfaction and gains perceived by nursing students with medium and high-fidelity simulation: A randomized controlled trial

2016 ◽  
Vol 46 ◽  
pp. 127-132 ◽  
Author(s):  
Rui C.N. Baptista ◽  
Luís A.R. Paiva ◽  
Rui F.L. Gonçalves ◽  
Luís M.N. Oliveira ◽  
Maria de Fátima C.R. Pereira ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Nursing Students ◽  
Controlled Trial ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Randomized Controlled

Brief leadership instructions improve cardiopulmonary resuscitation in a high-fidelity simulation: A randomized controlled trial*

2010 ◽  
Vol 38 (4) ◽  
pp. 1086-1091 ◽  
Author(s):  
Sabina Hunziker ◽  
Cyrill Bühlmann ◽  
Franziska Tschan ◽  
Gianmarco Balestra ◽  
Corinne Legeret ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Cardiopulmonary Resuscitation ◽  
Controlled Trial ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Randomized Controlled

scholarly journals Teaching clinical reasoning to undergraduate medical students by illness script method: a randomized controlled trial

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mana Moghadami ◽  
Mitra Amini ◽  
Mohsen Moghadami ◽  
Bhavin Dalal ◽  
Bernard Charlin
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Controlled Trial ◽  
Intervention Group ◽  
Signs And Symptoms ◽  
Control Group ◽  
Illness Script ◽  
Fourth Year Medical Students ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Abstract Background The illness script method employs a theoretical outline (e.g., epidemiology, pathophysiology, signs and symptoms, diagnostic tests, interventions) to clarify how clinicians organized medical knowledge for clinical reasoning in the diagnosis domain. We hypothesized that an educational intervention based on the illness script method would improve medical students’ clinical reasoning skills in the diagnosis domain. Methods This study is a randomized controlled trial involving 100 fourth-year medical students in Shiraz Medical School, Iran. Fifty students were randomized to the intervention group, who were taught clinical reasoning skills based on the illness script method for three diseases during one clinical scenario. Another 50 students were randomized to the control group, who were taught the clinical presentation based on signs and symptoms of the same three diseases as the intervention group. The outcomes of interest were learner satisfaction with the intervention and posttest scores on both an internally developed knowledge test and a Script Concordance Test (SCT). Results Of the hundred participating fourth-year medical students, 47 (47%) were male, and 53 (53%) were female. On the knowledge test, there was no difference in pretest scores between the intervention and control group, which suggested a similar baseline knowledge in both groups; however, posttest scores in the intervention group were (15.74 ± 2.47 out of 20) statistically significantly higher than the control group (14.38 ± 2.59 out of 20, P = 0.009). On the SCT, the mean score for the intervention group (6.12 ± 1.95 out of 10) was significantly higher than the control group (4.54 ± 1.56 out of 10; P = 0.0001). Learner satisfaction data indicated that the intervention was well-received by students. Conclusion Teaching with the illness script method was an effective way to improve students’ clinical reasoning skills in the diagnosis domain suggested by posttest and SCT scores for specific clinical scenarios. Whether this approach translates to improved generalized clinical reasoning skills in real clinical settings merits further study.

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