Using Illness Scripts to Teach Clinical Reasoning Skills to Medical Students
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摘要Background and Objectives: Most medical students learn clinical reasoning skills informally during clinical rotations that have varying quality of supervision. We conducted a randomized controlled trial to determine if a workshop that uses "illness scripts" could improve students' clinical reasoning skills when making diagnoses of patients portrayed in written scenarios. Methods: In 2007-2008, 53 fourth-year medical students were randomly assigned to either a family medicine (intervention) or psychiatry (control) clerkship at The Chinese University of Hong Kong. Students in the intervention group participated in a 3-hour workshop on clinical reasoning that used illness scripts. The workshop was conducted with small-group teaching using a Web-based set of clinical reasoning problems, individualized feedback, and demonstration of tutors' reasoning aloud. The effectiveness of the intervention was assessed using the Diagnostic Thinking inventory (DTI) and the measurement of individual students' performance in solving clinical reasoning problems (CRP). Results: The post-intervention overall DTI scores between groups were similar (mean difference 0, 95% confidence interval [CI] = -7.4 to 74). However, the total scores on the CRP assessment were 14% (95% CI=8% to 21%) higher in the intervention group than in controls. Conclusion: A workshop on illness scripts may have some benefit for improving diagnostic performance in clinical reasoning problems.
著者Lee A, Joynt GM, Lee AK, Ho AM, Groves M, Vlantis AC, Ma RC, Fung CS, Aun CS
會議名稱Meeting of the Chinese-University-of-Hong-Kong-Faculty-of-Medicine Curriculum
會議開始日01.09.2008
會議地點Hong Kong
期刊名稱Family Medicine
出版年份2010
月份4
日期1
卷號42
期次4
出版社STFM
頁次255 - 261
國際標準期刊號0742-3225
語言英式英語
Web of Science 學科類別General & Internal Medicine; Medicine, General & Internal; MEDICINE, GENERAL & INTERNAL; Primary Health Care; PRIMARY HEALTH CARE

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