Introducing second-year medical students to diagnostic reasoning concepts and skills via a virtual curriculum

被引：1
|
作者：
Chang, Chelsea [1 ]
Varghese, Nevin [1 ]
Machiorlatti, Michael [2 ]
机构：
[1] Univ Texas Rio Grande Valley, Dept Internal Med, Sch Med, Edinburg, TX 78539 USA
[2] Univ Texas Rio Grande Valley Sch Med, Dept Populat Hlth & Biostat, Edinburg, TX USA
来源：
DIAGNOSIS | 2023年 / 10卷 / 02期
关键词：
clinical reasoning; diagnostic reasoning; preclinical medical education; virtual curriculum;
D O I：
10.1515/dx-2022-0101
中图分类号：
R5 [内科学];
学科分类号：
1002 ; 100201 ;
摘要：
Objectives: Curriculum for clinical reasoning in the preclinical years is sparse and the COVID-19 pandemic heightened the need for virtual curriculums.Methods: We developed, implemented and evaluated a virtual curriculum for preclinical students scaffolding key diagnostic reasoning concepts: dual process theory, diagnostic error, problem representation and illness scripts. Fifty-five second-year medical students participated in four 45-min virtual sessions led by one facilitator.Results: The curriculum led to increased perceived understanding and increased confidence in diagnostic reasoning concepts and skills.Conclusions: The virtual curriculum was effective in introducing diagnostic reasoning and was well-received by second-year medical students.
引用
收藏
页码：105 / 109
页数：5
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