Flipping the switch: The feasibility of a think aloud flipped-classroom approach to clinical reasoning instruction

Journal of contemporary medical education Pub Date : 2016-01-01 DOI:10.5455/JCME.20160516010954

R. Strowd, C. Gamaldo, Anthony B. Kwan, Tiana E. Cruz, R. Salas

{"title":"Flipping the switch: The feasibility of a think aloud flipped-classroom approach to clinical reasoning instruction","authors":"R. Strowd, C. Gamaldo, Anthony B. Kwan, Tiana E. Cruz, R. Salas","doi":"10.5455/JCME.20160516010954","DOIUrl":null,"url":null,"abstract":"Background: Clinical reasoning is a fundamental skill in medical and allied health professions. Implementation of the evidence-based “think aloud” method (i.e. describing cognitive processes through verbalization) for teaching clinical reasoning has been variable due to time and resource constraints in healthcare education. Materials & Methods: To explore the feasibility of implementing the think aloud method for teaching clinical reasoning, we piloted a flipped-classroom model of instruction to free live-synchronous educational time in a medical school clerkship. Two asynchronous web-based videos were implemented prior to synchronous case-based discussion applying the think aloud method. Performance was assessed by baseline and end-of-clerkship examination and NBME shelf exam; clinical skills by clinical evaluation; satisfaction and student learning styles by survey. Results: The flipped-curriculum was piloted in 38 students; mean age 25+2.2 years; 63% male. Baseline knowledge was low (mean baseline score 43+21%) and improved significantly (mean final score 70+23%; increase 29%, 95%CI 20-37%, p","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"33 1","pages":"40-46"},"PeriodicalIF":0.0000,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of contemporary medical education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5455/JCME.20160516010954","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 5

Abstract

Background: Clinical reasoning is a fundamental skill in medical and allied health professions. Implementation of the evidence-based “think aloud” method (i.e. describing cognitive processes through verbalization) for teaching clinical reasoning has been variable due to time and resource constraints in healthcare education. Materials & Methods: To explore the feasibility of implementing the think aloud method for teaching clinical reasoning, we piloted a flipped-classroom model of instruction to free live-synchronous educational time in a medical school clerkship. Two asynchronous web-based videos were implemented prior to synchronous case-based discussion applying the think aloud method. Performance was assessed by baseline and end-of-clerkship examination and NBME shelf exam; clinical skills by clinical evaluation; satisfaction and student learning styles by survey. Results: The flipped-curriculum was piloted in 38 students; mean age 25+2.2 years; 63% male. Baseline knowledge was low (mean baseline score 43+21%) and improved significantly (mean final score 70+23%; increase 29%, 95%CI 20-37%, p

查看原文本刊更多论文

翻转开关:在临床推理教学中运用大声思考翻转课堂方法的可行性

背景:临床推理是医疗和相关卫生专业的一项基本技能。由于医疗保健教育的时间和资源限制，临床推理教学中基于证据的“大声思考”方法(即通过语言描述认知过程)的实施一直存在变数。材料与方法:为探索在临床推理教学中实施有声思维教学法的可行性，我们在一所医学院实习中试点了一种翻转课堂教学模式，以腾出实时同步教学时间。在应用出声思考方法进行同步基于案例的讨论之前，实现了两个基于web的异步视频。通过基线、终职考试和NBME货架考试评估绩效;临床技能考核;满意度与学生学习风格的调查。结果:38名学生参与了翻转课程试点;平均年龄25岁+2.2岁;63%的男性。基线知识较低(平均基线得分43+21%)，显著改善(平均最终得分70+23%;增加29%，95%CI 20-37%， p

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

Journal of contemporary medical education

自引率

0.00%

发文量