Assessing clinical reasoning using a script concordance test with electrocardiogram in an emergency medicine clerkship rotation

Boulouffe, Caroline; Doucet, Bruno; Muschart, Xavier; Charlin, Bernard; Vanpee, Dominique

doi:10.1136/emermed-2012-201737

Cited by 22 publications

(37 citation statements)

References 19 publications

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“…Future research may extend this study to include students from other medical schools in both Australia and internationally. Practising clinicians may also be studied to investigate the relationship between their performance in Script Concordance Tests or postgraduate clinical fellowship examinations and their MAI scores (Boulouffe, Doucet, Muschart, Charlin, & Vanpee, 2013).…”

Section: Discussionmentioning

confidence: 99%

Metacognitive awareness and the link with undergraduate examination performance and clinical reasoning

Welch¹,

Young²,

Johnson³

et al. 2018

MedEdPublish

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Theory: Metacognitive awareness is a component of self-regulated learning and helps us to understand and control our thinking and learning. Thinking about thinking is also an important aspect of the clinical reasoning process for medical practitioners.Hypotheses: This pilot study researched the link between metacognitive awareness and undergraduate examination performance. The Metacognitive Awareness Inventory (MAI) is a validated 52 item survey instrument for measuring metacognitive awareness. It has eight sub-scales grouped into two domains: Knowledge of Cognition and Regulation of Cognition. It was hypothesised that MAI scores would increase between first and fifth-year undergraduate medicine students and secondly that MAI scores would correlate with undergraduate examinations results.Method: Medical students at James Cook University, Australia were invited to complete the MAI and consented to give access to their examination scores. Results:The results of this pilot study found that metacognitive awareness was not significantly different between first and fifth-year undergraduates in this sample. For first-year medical undergraduates there were correlations between the Knowledge of Cognition domain and their end of year examination results, but not with the Regulation of Cognition domain. For fifth-year students there were correlations between both the Knowledge and Regulation of Cognition domains and their end of year examination results. Conclusion:This study identified that metacognitive awareness is not significantly different between first and fifthyear medical students. This may cause concern given that the study identified the importance of both MAI domains in undergraduate medical examinations. This study should be repeated on a larger scale and may confirm that raising metacognitive awareness levels among students is desirable. Increasing metacognitive awareness may raise Welch P, Young L, Johnson P, Lindsay D MedEdPublish

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Section: Discussionmentioning

confidence: 99%

Metacognitive awareness and the link with undergraduate examination performance and clinical reasoning

Welch¹,

Young²,

Johnson³

et al. 2018

MedEdPublish

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“…A less resource‐intensive method of assessment is the script concordance test (SCT), developed based on script theory and the hypothetico‐deductive clinical reasoning model . The SCT is relatively easy to construct, can be machine‐scored, and has been psychometrically tested for construct validity and reliability in multiple health science settings, for both clinical and ethical problems, and for individuals across the entire educational continuum …”

Section: Introductionmentioning

confidence: 99%

The script concordance test for clinical reasoning: re-examining its utility and potential weakness

2014

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“…11,12,24,27,32,35,37,39,46,48,49 Communication strategies were studied in three articles, 22,23,25 each of which used a qualitative methodology. A new topic emerged as a trend this year in six (14%) articles, 11,19,34,37,44,52 in which clinical reasoning strategies were taught or evaluated.…”

Section: Trends In Medical Education Research In 2013mentioning

confidence: 99%

“…12,15,17,[19][20][21]31,45 Extending a hypothesistested study to more than one institution allows evaluation of an educational program beyond the control of a single institution and enhances generalizability, demonstrating its effectiveness with a wide range of educators, learners, and practice conditions.…”

Section: Trends In Medical Education Research In 2013mentioning

confidence: 99%

“…Fourteen (32.5%) studies were funded. 10,12,15,19,[21][22][23]30,33,34,[36][37][38]44 Funding sources included federal grants, 12,21 institutional or specialty organization support, 10,22,23,33,34,36,44 foundations, 15,19,30 and industry. 37,38 Funded studies are prominent in the articles highlighted for superior methodology (86%).…”

Section: Trends In Medical Education Research In 2013mentioning

confidence: 99%

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Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2013

Farrell

Kuhn

Coates

et al. 2014

Academic Emergency Medicine

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Objectives: The objective was to critically appraise and highlight methodologically superior medical education research articles published in 2013 whose outcomes are pertinent to teaching and education in emergency medicine (EM).Methods: A search of the English-language literature in 2013 querying Education Resources Information Center (ERIC), PsychINFO, PubMed, and Scopus identified 251 EM-related studies using hypothesis-testing or observational investigations of educational interventions. Two reviewers independently screened all of the publications and removed articles using established exclusion criteria. Six reviewers then independently scored the remaining 43 publications using either a qualitative a or quantitative scoring system, based on the research methodology of each article. Each scoring system consisted of nine criteria. Selected criteria were based on accepted educational review literature and chosen a priori. Both scoring systems used parallel scoring metrics and have been used previously within this annual review.Results: Forty-three medical education research papers (37 quantitative and six qualitative studies) met the a priori criteria for inclusion and were reviewed. Six quantitative and one qualitative study were scored and ranked most highly by the reviewers as exemplary and are summarized in this article.Conclusions: This annual critical appraisal article aims to promote superior research in EM-related education, by reviewing and highlighting seven of 43 major education research studies, meeting a priori criteria, and published in 2013. Common methodologic pitfalls in the 2013 papers are noted, and current trends in medical education research in EM are discussed.ACADEMIC EMERGENCY MEDICINE 2014;21:1274-1283 by the Society for Academic Emergency Medicine Q uality, hypothesis-driven education research is necessary to promote evidence-based decisions about effective ways to teach the physicians of tomorrow. Education research has gained increasing support and prominence in emergency medicine (EM) academia, with available grant opportunities from the Society of Academic Emergency Medicine and the Council of Emergency Medicine Residency Directors. Furthermore, the 2012 Academic Emergency Medicine consensus conference focused on the theme "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" to promote a national initiative to advance the field of education research. 1 In this sixth installment of the annual critical appraisal series, the same six reviewers used previously published criteria 2 to critically analyze and rank the EM education research from 2013. The focus of this article is to review and highlight the methodologically superior studies that are pertinent to teaching and education in EM. Trends in EM education research over the past 6 years, as they can be inferred from this review, are summarized. It is METHODS Article IdentificationThe previously described methodology to search for relevant publications was used. 2 Publications...

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Assessing clinical reasoning using a script concordance test with electrocardiogram in an emergency medicine clerkship rotation

Abstract: This SCT-ECG is a valid tool to assess clinical reasoning in a context of uncertainty due to its high internal reliability and its ability to discriminate between different levels of expertise.

Cited by 22 publications

References 19 publications

Metacognitive awareness and the link with undergraduate examination performance and clinical reasoning

Metacognitive awareness and the link with undergraduate examination performance and clinical reasoning

The script concordance test for clinical reasoning: re-examining its utility and potential weakness

Critical Appraisal of Emergency Medicine Education Research: The Best Publications of 2013

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