scholarly journals Effect of Paper- and Computer-based Simulated Instructions on Clinical Reasoning Skills of Undergraduate Medical Students: A Randomized Control Trial

Cureus ◽  
2019 ◽  
Author(s):  
Masood Jawaid ◽  
Nighat Bakhtiar ◽  
Zubia Masood ◽  
Abdul-Khaliq Mehar
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Randomized Control Trial ◽  
Undergraduate Medical Students ◽  
Computer Based ◽  
Randomized Control ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

scholarly journals The Effectiveness of Using Virtual Patient Educational Tools to Improve Medical Students’ Clinical Reasoning Skills: A Systematic

2021 ◽  
Author(s):  
Ruth Plackett ◽  
Angelos P. Kassianos ◽  
Sophie Mylan ◽  
Maria Kambouri ◽  
Rosalind Raine ◽  
...  
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Clinical Reasoning ◽  
Meta Analysis ◽  
Data Gathering ◽  
Virtual Patient ◽  
Undergraduate Medical Students ◽  
Educational Tools ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Abstract Background Use of virtual patient educational tools could fill the current gap in the teaching of clinical reasoning skills. However, there is a limited understanding of their effectiveness. The aim of this study was to synthesise the evidence to understand the effectiveness of virtual patient tools aimed at improving undergraduate medical students’ clinical reasoning skills. Methods We searched MEDLINE, EMBASE, CINAHL, ERIC, Scopus, Web of Science and PsycINFO from 1990 to October 2020, to identify all experimental articles testing the effectiveness of virtual patient educational tools on medical students’ clinical reasoning skills. Quality of the articles was assessed using an adapted form of the MERSQI and the Newcastle-Ottawa Scale. A narrative synthesis summarised intervention features, how virtual patient tools were evaluated and reported effectiveness. Results The search revealed 7,290 articles, with 20 articles meeting the inclusion criteria. Average study quality was moderate (M=7.1, SD=2.5), with around a third not reporting any measurement of validity or reliability for their clinical reasoning outcome measure (7/20, 35%). Eleven articles found a positive effect of virtual patient tools on reasoning (11/20, 55%). Seven (7/20, 35%) reported no significant effect or mixed effects and two found a significantly negative effect (2/20, 10%). Several domains of clinical reasoning were evaluated. Data gathering, ideas about diagnosis and patient management were more often found to improve after virtual patient use (27/46 analyses, 59%) than knowledge, flexibility in thinking, problem-solving, and critical thinking (4/10 analyses, 40%). Conclusions Using virtual patient tools could effectively complement current teaching especially if opportunities for face-to-face teaching or other methods are limited, as there was some evidence that virtual patient educational tools can improve undergraduate medical students’ clinical reasoning skills. Evaluations that measured more case specific clinical reasoning domains, such as data gathering, showed more consistent improvement than general measures like problem-solving. Case specific measures might be more sensitive to change given the context dependent nature of clinical reasoning. Consistent use of validated clinical reasoning measures is needed to enable a meta-analysis to estimate effectiveness.

scholarly journals The Reliability and Validity of a Paediatric Script Concordance Test with Medical Students, Paediatric Residents and Experienced Paediatricians

2010 ◽  
Vol 1 (2) ◽  
pp. e89-e95
Author(s):  
Jean-Francois Lemay ◽  
Tyrone Donnon ◽  
Bernard Charlin
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Test Performance ◽  
Reliability And Validity ◽  
Test Format ◽  
Scoring Method ◽  
Internal Reliability ◽  
Script Concordance ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Background: The Script Concordance (SC) approach was used as an alternative test format to measure the presence of knowledge organization reflective in one’s clinical reasoning skills (i.e., diagnostic, investigation and treatment knowledge).Methods:  The present study investigated the reliability and validity of a 40-item paediatric version of the SC test with three groups representing 53 medical students (novices), 42 paediatric residents (intermediates) and 11 paediatricians (experts).Results:  A comparison between scoring techniques based on experts’ ratings of the items showed internal reliability coefficients from .74 for the one-best answer up to .78 for alternative scoring techniques.  An ANOVA showed an increase in test performance from medical students through to expert paediatricians (F(2,103) = 84.05, p < .001), but did not differentiate between the postgraduate year 1 to 3 paediatric residents.  A large effect size (Cohen’s d) difference of 1.06 was found between medical students and residents total SC test scores.Conclusions:  These results support other findings indicating the SC test format can be used to differentiate between the clinical reasoning skills of novices, intermediates and experts in paediatrics.  An alternative scoring method that includes one best answer and partial marks was also supported for grading SC test items.

A Guide to Developing Clinical Reasoning Skills in Neurology: A Focus on Medical Students

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Roy Strowd ◽  
Anthony Kwan ◽  
Tiana Cruz ◽  
Charlene Gamaldo ◽  
Rachel Salas
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills
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