Evaluating Medical Students’ Clinical Reasoning in Psychiatry Using Clinical and Basic Science Concepts Presented in Session-level Integration Sessions

Blunk, Dan; Tonarelli, Silvina B.; Gardner, Carolyn Caffrey; Quest, Dale; Petitt, Diana; Leiner, Marie

doi:10.1007/s40670-019-00761-x

Cited by 5 publications

(7 citation statements)

References 39 publications

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“…The effect of the interventions on pre-clinical students’ clinical reasoning development was assessed through students’ course feedback, script concordance test, course or national exams, history taking method, illness script richness and maturity, diagnostic performance, written illness script analysis, clinical assessment with standardized patients (SPs), and knowledge development ( Table 1 ). Six studies found that their intervention was effective in developing pre-clinical students’ diagnostic reasoning [ 4 , 10 , 22 - 25 ]. Two studies investigated only students’ responses and reported very positive responses [ 1 , 26 ].…”

Section: Resultsmentioning

confidence: 99%

“…The strategies include three categories: learning and teaching settings, contents, and methods. First, regarding learning and teaching settings, five studies used small group settings to encourage the discussion among the group of students with their facilitators [ 1 , 4 , 10 , 23 , 26 ]. The focus of the programs for developing students’ illness scripts should be on tuning and restructuring previously acquired knowledge instead of acquiring new knowledge for use in clinical contexts [ 10 , 26 , 28 ].…”

Section: Discussionmentioning

confidence: 99%

“…As repeated application of knowledge accelerates the tuning processes of the knowledge structure toward future use in practical situations, providing more than one case at a time can promote illness script development. Increasing the authenticity by presenting clinical cases through real or simulated patients offers learners engaging opportunities to practice the integration of biomedical and clinical knowledge [ 4 , 7 , 22 , 25 , 26 ]. Jackson et al [ 26 ] developed a simulated virology clinic consisting of a series of eight SP encounters for first-year students and showed that the students particularly appreciated how SPs brought the diseases to life in a memorable way that their classroom lectures and other learning materials could not provide.…”

Section: Discussionmentioning

confidence: 99%

“…The systematic exposure of students to all essential components for the development of their illness scripts, rather than just focusing on correct patient diagnosis, is required [ 16 ]. For example, Blunk et al [ 4 ] employed three integrated sessions, while Hennrikus et al [ 22 ] employed the metacognitive approach. In the three integration sessions, the students were given a clinical presentation followed by the associated basic science information and then, three clinical cases to formulate diagnoses, causes, and therapeutics.…”

Section: Discussionmentioning

confidence: 99%

“…However, medical students do not usually receive this training until their clinical rotations. During their clinical rotations, medical students mostly learn clinical reasoning informally through experiential opportunities with irregular feedback [ 1 - 3 ]; however, the effectiveness of such traditional teaching methods is unclear [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

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Strategies for developing pre-clinical medical students’ clinical reasoning based on illness script formation: a systematic review

Si¹

2022

Korean J Med Educ

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Clinical reasoning training in the pre-clinical phase has recently been considered important; however, when it comes to specific instructional methods for pre-clinical students, much is unknown. Thus, the aim of this review is to explore learning and teaching methods for pre-clinical students’ clinical reasoning development based on illness script formation, their results, and strategies. A systematic review was conducted in accordance with the guidelines of the Association for Medical Education in Europe. The literature search was performed using the Cochrane Library, PubMed, EMBASE, Web of Science, and ERIC databases based on keywords, including “illness script*” AND (“medical student*” OR pre-clinical OR undergraduate). Then, 10 studies among the 91 studies were included in the final analysis. The quality of the selected studies was also appraised using the Medical Education Research Study Quality Instrument. Diverse teaching and learning methods were used to support the integration of biomedical and clinical knowledge working with patient cases, and their effects were assessed through diverse methods, including illness script richness and maturity, to learner responses. The effects of these interventions were effective in terms of the clinical reasoning development of pre-clinical students. Learning and teaching strategies were synthesized and described. This review found that explicit attempts to promote illness script formation with a structured program rather than informal training lead to positive results, and such formal clinical reasoning programs can provide smooth transition from pre-clinical to clinical experience.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Strategies for developing pre-clinical medical students’ clinical reasoning based on illness script formation: a systematic review

Si¹

2022

Korean J Med Educ

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Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center El Paso

Brower¹,

Hogg²,

Francis³

et al. 2020

Academic Medicine

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Clinical reasoning and Basic science Knowledge: Assessing the Relationship in Medical Students

Golabchi

Moeinzadeh

Heshmat-Ghahdarijani

et al. 2022

Preprint

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Backgroundvarious studies have investigated the impact of basic sciences knowledge on clinical diagnosis for skilled and novice physicians but, it is still a matter of controversy why and how clinical diagnosis and clinical reasoning are related to basic sciences knowledge.ObjectiveThis study aimed to explore the correlation between basic science knowledge with clinical reasoning skills by evaluating the correlation between the scores of the basic sciences course with the score of the clinical reasoning exam.MethodsA clinical reasoning exam was used to evaluate the clinical reasoning skills of all medical interns of two internal medicine rotations. Scores were evaluated for correlation with the basic sciences course scores and basic sciences national comprehensive exam results. statistical analysis was performed using an independent t-test, stepwise regression, and Pearson correlation coefficient.ResultsAll of the basic sciences course scores and basic sciences national comprehensive exam results correlated positively significant with the total score of the clinical reasoning exam and the score of the clinical reasoning exam were most closely correlated with the average score of the basic sciences course rather than to each course individually. The only predictive factor for clinical reasoning skills is the average score of basic sciences course. No significant gender differences were observed in the data analysis.ConclusionThe results of this study suggest that learning basic sciences knowledge has positive correlations with clinical reasoning skills. However, this correlation is small to moderate based on the course. Our findings support the view that learning basic science knowledge is effective in the formation of clinical reasoning skills.

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Evaluating Medical Students’ Clinical Reasoning in Psychiatry Using Clinical and Basic Science Concepts Presented in Session-level Integration Sessions

Cited by 5 publications

References 39 publications

Strategies for developing pre-clinical medical students’ clinical reasoning based on illness script formation: a systematic review

Strategies for developing pre-clinical medical students’ clinical reasoning based on illness script formation: a systematic review

Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center El Paso

Clinical reasoning and Basic science Knowledge: Assessing the Relationship in Medical Students

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