An online course to teach clinical reasoning skills: Students' perspectives and short-term outcomes.

Suneetha Nithyanandam, John Stephen, Nachiket Shankar, Mary Joseph, Soumya Umesh, Jananee Muralidharan, Thenmozhi Nagarajan, Aaron Charles Lobo, Lakshmi Anantharaman
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Abstract

Background Currently, clinical reasoning (CR) skills are not explicitly taught in the MBBS curriculum. We aimed to assess the effectiveness of an online CR course for final-year MBBS students. Methods This was a single-group pre- and post-test study with 57 final-year MBBS students enrolled. Six groups were formed, and one or two faculty facilitators were assigned to each group. A structured format for CR was introduced to the students, and the sessions were designed so that students could sequentially practice the steps using specifically created case scenarios. The students' CR skills were assessed using a rubric before and after the course. Their confidence levels and perceptions about the course were also obtained. Paired T-test and the Wilcoxon signed rank test were used to assess before and after course differences in the CR abilities and confidence levels, respectively. A thematic analysis of the perceived beneficial aspects of the course and suggested improvements were also done. Results The post-course scores were significantly higher than the pre-course scores (p<0.001). The confidence levels of the students for each component of the structured framework for CR showed significant improvement (p<0.001). The structured format used during the course, group activities, case discussions, and the expertise of teachers and course structure were perceived as beneficial. This course could be introduced earlier in the MBBS course with a discussion of more case scenarios. Conclusions The online course improved confidence levels and CR abilities of the participants.

一门教授临床推理技能的在线课程:学生的观点和短期结果。
目前,临床推理(CR)技能并没有明确地教授在MBBS课程。我们的目的是评估在线责任课程对MBBS最后一年学生的有效性。方法这是一项单组测试前和测试后的研究,有57名MBBS的最后一年级学生参加。成立了六个小组,每个小组分配一到两名教员辅导员。向学生介绍了CR的结构化格式,并且设计了课程,以便学生可以使用专门创建的案例场景依次练习步骤。在课程开始前和结束后,学生的CR技能被评估。他们的信心水平和对课程的看法也得到了。配对t检验和Wilcoxon符号秩检验分别用于评估课程前后CR能力和置信水平的差异。还对课程的有益方面进行了专题分析,并提出了改进建议。结果课程后得分显著高于课程前得分(p
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