Clinical Reasoning Web-based Prototypic Module for Tutors Teaching 5<sup>th</sup> Grade Medical Students : A Pilot Randomized Study

DOI 被引用文献2件 参考文献32件
  • Stein Gerald H.
    Department of Medicine, College of Medicine, University of Florida, and Veterans Affairs Medical Center
  • Tokunaga Hironobu
    Department of Emergency Medicine, University of Fukui, Faculty of Medical Sciences
  • Ando Hirotaka
    Department of Emergency Medicine, Nagoya Ekisaikai Hospital
  • Obika Mikako
    Center for Graduate Medical Education, Okayama University Medical School
  • Miyoshi Tomoko
    Department of Medical Education and Primary Care, Okayama University Medical School
  • Tokuda Yasuharu
    Japan Community Healthcare Organization, Shinjuku Medical Center
  • Noguchi Yoshinori
    Department of General Internal Medicine, Nagoya Daini Red Cross Hospital
  • Kinjo Mitsuyo
    Department of General Internal Medicine, Okinawa Chubu Hospital
  • Kohsaka Shun
    Department of Cardiology, Keio University
  • Honda Hitoshi
    Department of Infectious Diseases, Tokyo Metropolitan Tama Medical Center
  • Kitano Yuka
    Department of Emergency Medicine and Critical Care, St. Marianna University
  • Kitazono Hidetaka
    Department of Infectious Diseases, Noguchi Hideyo Memorial International Hospital
  • Kataoka Hitomi
    Department of Medical Education and Primary Care, Okayama University Medical School
  • Terasawa Hidekazu
    Department of Emergency Medicine, University of Fukui, Faculty of Medical Sciences

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Background: At present clinical reasoning skills are not systematically taught in Japanese medical universities. We developed a prototypic preliminary module for clinical tutors to introduce clinical reasoning to Japanese medical students. We hypothesized that tutored medical students would outperform self-study students.<br>Method: Using the web-based Sequential Question and Answer test that rewarded history and differential diagnosis as proxies for clinical reasoning, we compared the pre and posttest scores of 12 randomized fifth grade tutored students at two universities during four tutor-led 1.5-hour web-based seminars using a structured syllabus to 12 randomized self-study students.<br>Results: The tutored and self-study groups’ pretest scores were statistically similar at about 40 out of 100 weighted correct points. The tutored students’ posttest scores were 62 points, significantly greater (p = 0.007) than the pretest mean 42 points, compared to the self-study students’ posttest scores of 52 points, significantly greater (p = 0.012) than pretest mean 40 points. The difference between the two posttest groups was of borderline statistical significance (p = 0.08).<br>Conclusions: We successfully assessed a prototypic module for tutors to introduce clinical reasoning to Japanese medical students. The tutored students achieved higher scores than the self-study students. Further research is needed to exploit the potential of our modular clinical reasoning system.

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