Teaching and assessment of clinical diagnostic reasoning in medical students.
Clinical reasoning
assessment
common diagnostic errors
medical students
Journal
Medical teacher
ISSN: 1466-187X
Titre abrégé: Med Teach
Pays: England
ID NLM: 7909593
Informations de publication
Date de publication:
06 2022
06 2022
Historique:
pubmed:
19
1
2022
medline:
2
7
2022
entrez:
18
1
2022
Statut:
ppublish
Résumé
Teaching diagnostic reasoning and giving feedback has an important role in medical education. Clinicians who teach may recognise errors, but be unfamiliar with the terminology used to describe them, leading to a lack of consistent and useful student feedback. This prospective project evaluation study aimed to develop an examiner training package regarding errors in diagnostic reasoning, utilising consistent language and feedback tool, and report on diagnostic reasoning errors in second year medical students over the transition from preclinical to early clinical training at objective structured clinical exams (OSCEs). Likert questionnaire regarding examining, assessment and feedback pre- and post-training showed improvement in all measures, including examiner feedback confidence post training ( Incorporating the identification and feedback of common diagnostic reasoning errors into existing clinical assessments was feasible and easy to implement. Understanding, identifying and providing consistent feedback on common errors assists educators and could guide curriculum design.
Sections du résumé
BACKGROUND
Teaching diagnostic reasoning and giving feedback has an important role in medical education. Clinicians who teach may recognise errors, but be unfamiliar with the terminology used to describe them, leading to a lack of consistent and useful student feedback.
OBJECTIVE
This prospective project evaluation study aimed to develop an examiner training package regarding errors in diagnostic reasoning, utilising consistent language and feedback tool, and report on diagnostic reasoning errors in second year medical students over the transition from preclinical to early clinical training at objective structured clinical exams (OSCEs).
RESULTS
Likert questionnaire regarding examining, assessment and feedback pre- and post-training showed improvement in all measures, including examiner feedback confidence post training (
CONCLUSIONS
Incorporating the identification and feedback of common diagnostic reasoning errors into existing clinical assessments was feasible and easy to implement. Understanding, identifying and providing consistent feedback on common errors assists educators and could guide curriculum design.
Identifiants
pubmed: 35041564
doi: 10.1080/0142159X.2021.2017869
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM