Estrategia didáctica con estudios de casos para el desarrollo del razonamiento clínico en estudiantes de Medicina. Estudio preliminar

Q2 Social Sciences

Educacion Medica Pub Date : 2024-10-09 DOI:10.1016/j.edumed.2024.100975

Gilberto Guzmán-Valdivia Gómez , Alejandro D. Domínguez-González

{"title":"Estrategia didáctica con estudios de casos para el desarrollo del razonamiento clínico en estudiantes de Medicina. Estudio preliminar","authors":"Gilberto Guzmán-Valdivia Gómez , Alejandro D. Domínguez-González","doi":"10.1016/j.edumed.2024.100975","DOIUrl":null,"url":null,"abstract":"<div><h3>Introduction</h3><div>Clinical reasoning is developed by complementing what is learned with theoretical information and what the student experiences with their patients. The present study aims to evaluate whether teaching in clinical case construction enhances the acquisition of clinical reasoning skills in medical students.</div></div><div><h3>Methods</h3><div>Forty-eight medical students were included. All of them were instructed in a theoretical and practical class on how to construct an examination of standardized clinical cases. Subsequently, they were divided into two groups of 24 students, each considering their academic degrees. Group A was instructed to construct five clinical cases, and group B was instructed to analyze five existing clinical cases. A final evaluation was conducted with ten standardized clinical cases prepared by teaching researchers, comparing three criteria: correct answers, grade obtained, and performance.</div><div>Two months later, they were evaluated before clinical case stations with simulated patients, and their performance and clinical reasoning were evaluated. The groups were compared using the student's t-test of independent groups.</div></div><div><h3>Results</h3><div>In group A, in the case exam, a more significant number of correct answers, better grades, and better performance were obtained. About the CR, the students in group A evaluated better diagnostic accuracy, data correlation, organization of information, and diagnostic elaboration.</div></div><div><h3>Conclusion</h3><div>The construction of clinical cases by the student himself helps to develop his clinical reasoning and, therefore, can be used as a teaching strategy.</div></div>","PeriodicalId":35317,"journal":{"name":"Educacion Medica","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educacion Medica","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1575181324000901","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

Abstract

Introduction

Clinical reasoning is developed by complementing what is learned with theoretical information and what the student experiences with their patients. The present study aims to evaluate whether teaching in clinical case construction enhances the acquisition of clinical reasoning skills in medical students.

Methods

Forty-eight medical students were included. All of them were instructed in a theoretical and practical class on how to construct an examination of standardized clinical cases. Subsequently, they were divided into two groups of 24 students, each considering their academic degrees. Group A was instructed to construct five clinical cases, and group B was instructed to analyze five existing clinical cases. A final evaluation was conducted with ten standardized clinical cases prepared by teaching researchers, comparing three criteria: correct answers, grade obtained, and performance.

Two months later, they were evaluated before clinical case stations with simulated patients, and their performance and clinical reasoning were evaluated. The groups were compared using the student's t-test of independent groups.

Results

In group A, in the case exam, a more significant number of correct answers, better grades, and better performance were obtained. About the CR, the students in group A evaluated better diagnostic accuracy, data correlation, organization of information, and diagnostic elaboration.

Conclusion

The construction of clinical cases by the student himself helps to develop his clinical reasoning and, therefore, can be used as a teaching strategy.

查看原文本刊更多论文

利用案例研究培养医学生临床推理能力的教学策略。初步研究

引言临床推理能力是通过补充所学的理论信息和学生在病人身上的体验而形成的。本研究旨在评估临床病例构建教学是否能提高医学生的临床推理能力。所有学生都在理论课和实践课上接受了如何构建标准化临床病例检查的指导。随后，根据学历将他们分为两组，每组 24 人。指导 A 组构建五个临床病例，指导 B 组分析五个现有临床病例。两个月后，他们在模拟病人的临床病例站前接受评估，对他们的表现和临床推理能力进行评价。结果在病例考试中，A 组学生获得了更多的正确答案、更好的成绩和更好的表现。关于 CR，A 组学生在诊断准确性、数据相关性、信息组织和诊断阐述方面的评价更好。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Educacion Medica Social Sciences-Education

CiteScore

2.60

自引率

0.00%

发文量

审稿时长

63 days

期刊介绍： Educación Médica, revista trimestral que se viene publicando desde 1998 es editada desde enero de 2003 por la Fundación Educación Médica. Pretende contribuir a la difusión de los estudios y trabajos que en este campo se están llevando a cabo en todo el mundo, pero de una manera especial en nuestro entorno. Los artículos de Educación Médica tratarán tanto sobre aspectos prácticos de la docencia en su día a día como sobre cuestiones más teóricas de la educación médica. Así mismo, la revista intentará proporcionar análisis y opiniones de expertos de reconocido prestigio internacional.