en
Scientific article
Open access
English

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

Published inJMIR research protocols, vol. 5, no. 1, e26
Publication date2016
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.

Citation (ISO format)
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. doi: 10.2196/resprot.4938
Main files (1)
Article (Published version)
accessLevelPublic
Identifiers
ISSN of the journal1929-0748
508views
319downloads

Technical informations

Creation08/15/2016 3:10:00 PM
First validation08/15/2016 3:10:00 PM
Update time03/15/2023 12:38:17 AM
Status update03/15/2023 12:38:16 AM
Last indexation01/16/2024 9:31:25 PM
All rights reserved by Archive ouverte UNIGE and the University of GenevaunigeBlack