Theory-guided teaching: Implementation of a clinical reasoning curriculum in residents.

Clicks: 548
ID: 2511
2019
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Abstract
Educators have theorized that interventions grounded in dual process theory (DPT) and script theory (ST) may improve the diagnostic reasoning process of physicians but little empirical evidence exists. In this quasi-experimental study, we assessed the impact of a clinical reasoning (CR) curriculum grounded in DPT and ST on medicine residents participating in one of three groups during a 6-month period: no, partial, or full intervention. Residents completed the diagnostic thinking inventory (DTI) at baseline and 6 months. At 6 months, participants also completed a post-survey assessing application of concepts to cases. There was a significant difference between groups in application of concepts (no intervention 1.6 (0.65) compared to partial 2.3 (0.81) and full 2.2 (0.91),  = 0.05), as well as describing cases in problem representation format (no intervention 1.2 (0.38) and partial 1.5 (0.55) compared to full 2.1 (0.93),  = 0.004). There was no significant difference in change in DTI scores (no intervention 7.0 (16.3), partial 8.8 (9.8), full 7.8 (12.0)). Residents who participated in a CR curriculum grounded in DPT and ST were effective in applying principles of CR in cases from their practice. To our knowledge, this is the first workplace-based CR educational intervention study showing differences in the reasoning process residents apply to patients.
Reference Key
schaye2019theoryguidedmedical Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Schaye, Verity;Eliasz, Kinga L;Janjigian, Michael;Stern, David T;
Journal medical teacher
Year 2019
DOI
10.1080/0142159X.2019.1626977
URL
Keywords Keywords not found

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