Skill in clinical reasoning is a highly valued attribute of doctors, but instructional approaches to foster medical students' skills remain scarce. Self-explanation an procedure, the positive effects which on learning have been demonstrated variety domains, largely unexplored education.The purpose this study was investigate self-explanation during clerkships and examine whether these are affected by topic familiarity.An experimental with training phase assessment conducted 36 Year 3...

Context Recent studies suggest that self-explanation (SE) while diagnosing cases fosters the development of clinical reasoning in medical students; however, conditions optimise impact SE remain unknown. The example-based learning framework justifies an exploration students' use their own SEs combined with study examples. This aimed to assess on diagnostic performance of: (i) combining listening examples residents' SEs, and (ii) addition prompts (specific questions) working Methods consisted...

Introduction: The progression from preclinical medical training to clerkship is a pivotal yet steep transition for students. Effective feedback on clinical skills during can better equip students and allows time them address difficulties promptly. goal of this study was explore whether how narrative comments at stage were being leveraged achieve transition. Methods: We conducted content analysis categorize the two cohorts third-year one academic institution. Results: Teachers made 272 Each...

Background: Learning and mastering the skills required to execute physical exams is of great importance should be fostered early during medical training. Observing peers has been shown positively influence acquisition psychomotor skills. Purpose: The current study investigated peer observation on a examination. Methods: Second-year students (N = 194) learned neurological examination for low back pain in groups three. Each student performed while other observed. Analyses compared impact...

Self-explanation and structured reflection have been studied independently with results suggesting that both learning interventions can effectively support medical students’ clinical reasoning development. Given this evidence, schools may want/begin to implement these in their curricula. Implementing educational requires educators maintain the core philosophy principles of intact while adjusting implementation techniques specificities individual contexts. Educational scholars yet explicitly...

Medical students need to acquire a continuously growing body of knowledge during their training and throughout practice. programs should aim provide with the skills manage this knowledge. Mobile technology, for example, could be strategy used through The objective study was identify drivers using mobile technology (an iPad) in UGME preclinical settings evolution those over time.We solicited all from two cohorts component Canadian program. They were asked answer online surveys: one on first...

Studies have suggested that having students observe peers while acquiring physical-examination (PE) skills fosters the acquisition of psychomotor required to conduct a PE. One difficulty, however, has been disentangle effect peer observation from feedback, both which occur when learn in groups. This study investigated influence feedback on learning neurolocomotor physical exam for low-back pain. 120 second-year medical were randomly assigned peer-feedback group (n=61) or no-peer-feedback...

A virtual patient (VP) can be a useful tool to foster the development of medical history-taking skills without inherent constraints bedside setting. Although VPs hold promise contributing students' skills, documenting and assessing acquired through VP is challenge.We propose framework for automated assessment history taking within software then test this by comparing scores with judgment 10 clinician-educators (CEs).We built upon 4 domains assessed (breadth, depth, logical sequence,...

Clinical reasoning is an essential skill to be learned by medical students, and thus requires assessed. Although written exams are widely used as one of the tools assess clinical reasoning, there no specific guidelines help exam writer develop good assessment questions. Therefore, we conducted a modified Delphi study identify for writing questions that reasoning. Participants were identified from: 1) literature on (i.e., people who wrote about assessment), 2) responsible in Canadian...

Contexte : De plus en d’importance est accordée aux habiletés non cognitives dans le rôle du médecin. Cette réalité se reflète les programmes de formation ainsi que lors la sélection des candidats médecine. Les dermatologie trois universités québécoises ont conjointement élaboré un instrument pour évaluer leurs candidats. Afin limiter effets dus juges, devis d’évaluation avec plusieurs juges par station a été réalisé. But Le but l’étude d’évaluer l’impact ce sur qualités édumétriques...

Collaboration is an important competence to be acquired by residents. Although improving residents' collaboration via interprofessional education has been investigated in many studies, little known about the spontaneous collaborative behavior. The purpose of this exploratory study was describe how residents spontaneously collaborate.Seven first-year (postgraduate year 1; three from family medicine and one each ear, nose, throat, obstetrics/gynecology, general surgery, orthopedic surgery)...

Background: While educators observe gaps in clerkship students’ clinical reasoning (CR) skills, students report few opportunities to develop them. This study aims at exploring how who used self-explanation (SE) and structured reflection (SR) for CR learning during preclinical training, applied these strategies clerkship. Methods: We conducted an explanatory sequential mixed-methods involving medical students. With a questionnaire, we asked frequently they adopted behaviours related SE SR...

Teaching and learning approaches can support medical students in developing the research skills necessary to be adept consumers of scientific research. Despite various influencing factors, existing literature on effective strategies undergraduate education remains limited.

Introduction Implementation of evidence-informed educational interventions (EEI) involves applying and adapting theoretical scientific knowledge to a specific context. Knowledge translation (KT) approaches can both facilitate structure the process. The purpose this paper is describe lessons learned from KT approach help implement an EEI for clinical reasoning in medical students.
 Methods Using Action framework, we designed implemented intended support development students’ skills...

Contexte : Le testing est utilisée dans différents contextes et auprès de différentes populations. Cependant, son effet n’a pas encore été étudié en contexte développement professionnel continu (DPC). Comme le peut engendrer un certain stress, il d’abord nécessaire vérifier acceptabilité des professionnels visés. Buts L’objectif principal l’étude était d’évaluer si testing, comme partie inhérente d’une activité DPC, acceptable par médecins résidents. Sujet/Matériel/Méthodes L’étude a...

Background The driving motivation of interprofessional education is that learning together should stimulate trainees to better work once they are in practice. More specifically, it thought could provide an opportunity for learn about each other thus giving them a common knowledge-based required interact with other. However, there little empirical evidence support these hypotheses. Purpose: main purpose this study was investigate if, by together, their own and other's’ clinical roles...

<sec> <title>BACKGROUND</title> A virtual patient (VP) can be a useful tool to foster the development of medical history–taking skills without inherent constraints bedside setting. Although VPs hold promise contributing students’ skills, documenting and assessing acquired through VP is challenge. </sec> <title>OBJECTIVE</title> We propose framework for automated assessment history taking within software then test this by comparing scores with judgment 10 clinician-educators (CEs)....