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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Journal of Advances in Medical Education and Professionalism
- نوع مقاله: Journal Article
- کلمات کلیدی: Medical students,Education,Medical assessment
- چکیده:
- چکیده انگلیسی: Introduction: Clinical reasoning as a critical and high level of clinical competency should be acquired during medical education, and medical educators should attempt to assess this ability in medical students. Nowadays, there are several ways to evaluate medical students’ clinical reasoning ability in different countries worldwide. There are some well-known clinical reasoning tests such as Key Feature (KF), Clinical Reasoning Problem (CRP), Script Concordance Test (SCT), and Comprehensive Integrative Puzzle (CIP). Each of these tests has its advantages and disadvantages. In this study, we evaluated the reliability of combination of clinical reasoning tests SCT, KF, CIP, and CRP in one national exam and the correlation between the subtest scores of these tests together with the total score of the exam.
Methods: A total of 339 high ranked medical students from 60 medical schools in Iran participated in a national exam named “Medical Olympiad”. The ninth Medical Olympiad was held in Shahid Beheshti University of Medical Sciences, Tehran, Iran, under the direct supervision of the Ministry of Health and Medical Education in summer 2017. The expert group designed a combination of four types of clinical reasoning tests to assess both analytical and non-analytical clinical reasoning. Mean scores of SCT, CRP, KF, and CIP were measured using descriptive statistics. Reliability was calculated for each test and the combination of tests using Cronbach’s alpha. Spearman’s correlation coefficient was used to evaluate the correlation between the score of each subtest and the total score. SPSS version 21 was used for data analysis and the level of significance was considered <0.05.
Results: The reliability of the combination of tests was 0.815. The reliability of KF was 0.81 and 0.76, 0.80, and 0.92 for SCT, CRP, and CIP, respectively. The mean total score was 169.921±41.54 from 240. All correlations between each clinical reasoning test and total score were significant (P<0.001). The highest correlation (0.887) was seen between CIP score and total score.
Conclusion: The study showed that combining different clinical reasoning tests can be a reliable way of measuring this ability.- انتشار مقاله: 14-02-1398
- نویسندگان: ANAHITA SADEGHI,ALI ALI ASGARI,NEZARALI MOULAEI,VAHID MOHAMMADKARIMI,SOMAYEH DELAVARI,MITRA AMINI,SETAREH NASIRI,ROGHAYEH AKBARI,MOJGAN SANJARI,IRAJ SEDIGHI,PARISA KHOSHNEVISASL,MANOUCHEHR KHOSHBATEN,SAEED SAFARI,LEILY MOHAJERZADEH,PARISA NABEIEI,BERNARD CHARLIN
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Pathology
- نوع مقاله: Journal Article
- کلمات کلیدی: Education,Medical student,Clinical pathology,Laboratory medicine
- چکیده:
- چکیده انگلیسی: Background & Objective:
Appropriate use of laboratory testing is essential for achieving safe and effective care to patient. Insufficient knowledge could lead to poor case management and increase the health care costs. It is believed that education on laboratory testing for undergraduate medical student is inadequate. This study was designed to evaluate the level of knowledge of 5 and 6 year undergraduate medical students in field of laboratory medicine.
Methods:
Totally, 59 questions including 8 basic questions concerning individual assessment of their knowledge and 51 objective questions focusing on various stages of test ordering and interpretation were asked.
Result:
Thirty seven undergraduate medical students at the level of internship participated. On average, 47.9% of students evaluated themselves as “weak" in 8 self-assessment questions. There was no significant difference between responders assessment on their own knowledge in various aspects of laboratory testing (P=0.184). In the objective questions regarding various stages of test ordering including pre-analytic, analytic and post analytic phases,45.6%,51.9% and 50% correct answers were reported ,respectively. Comparison of the level of the knowledge of the students regarding various stages of pathology testing did not show significant difference (P=0.638).
Conclusion:
Prioritizing an effective teaching method of laboratory medicine to medical students on appropriate time should be considered in medical school curriculum for better clinical decision making and optimal modern medical care.- انتشار مقاله: 14-07-1397
- نویسندگان: Hiva Saffar,Maryam Saatchi,Anahita Sadeghi,Fahimeh Asadi Amoli,Seyed Mohammad Tavangar,Farzaneh Shirani,Ali Aliasgari
- مشاهده