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Title

Exploring a New Simulation Approach to Improve Clinical Reasoning Teaching and Assessment: Randomized Trial Protocol

Authors
Pennaforte, Thomas
Moussa, Ahmed
Loye, Nathalie
Charlin, Bernard
Published in JMIR Research Protocols. 2016, vol. 5, no. 1, p. e26
Abstract Helping trainees develop appropriate clinical reasoning abilities is a challenging goal in an environment where clinical situations are marked by high levels of complexity and unpredictability. The benefit of simulation-based education to assess clinical reasoning skills has rarely been reported. More specifically, it is unclear if clinical reasoning is better acquired if the instructor's input occurs entirely after or is integrated during the scenario. Based on educational principles of the dual-process theory of clinical reasoning, a new simulation approach called simulation with iterative discussions (SID) is introduced. The instructor interrupts the flow of the scenario at three key moments of the reasoning process (data gathering, integration, and confirmation). After each stop, the scenario is continued where it was interrupted. Finally, a brief general debriefing ends the session. System-1 process of clinical reasoning is assessed by verbalization during management of the case, and System-2 during the iterative discussions without providing feedback.
Identifiers
PMID: 26888076
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Article (Published version) (275 Kb) - public document Free access
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Research group Médecine interne générale et pédiatrie ambulatoires (968)
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PENNAFORTE, Thomas et al. Exploring a New Simulation Approach to Improve Clinical Reasoning Teaching and Assessment: Randomized Trial Protocol. In: JMIR Research Protocols, 2016, vol. 5, n° 1, p. e26. https://archive-ouverte.unige.ch/unige:86168

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Deposited on : 2016-08-17

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